Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Average score on the 3rd grade mathematics assessment. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade female students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade male students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade female students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade male students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade female students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade male students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade female students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade male students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade female students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade male students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 3rd grade mathematics assessment for female students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 3rd grade mathematics assessment for male students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 4th grade mathematics assessment. 1997 means were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 6th grade mathematics assessment. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 6th grade mathematics assessment for female students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 6th grade mathematics assessment for male students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 10th percentile score is the score below which 10 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 25th percentile score is the score below which 25 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 50th percentile score is the score below which 50 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 75th percentile score is the score below which 75 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 90th percentile score is the score below which 90 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 3rd grade reading assessment. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade female students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade male students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade female students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade male students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) Discriminate words with a single meaning; 3) Recognize simple sentence reformulations; and 4) Recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade female students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) discriminate words with a single meaning; 3) recognize simple sentence reformulations; and 4) recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade male students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) discriminate words with a single meaning; 3) recognize simple sentence reformulations; and 4) recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade female students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade male students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade female students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 3rd grade male students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 3rd grade reading assessment for female students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 3rd grade reading assessment for male students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 4th grade reading assessment. 1997 means were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 6th grade reading assessment. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students scoring at least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level 2, students can 1) locate information in the middle of a text that must be distinguished from a different piece of information found in a different segment; and 2) identify words with a single meaning. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students scoring at least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level 2, students can 1) locate information in the middle of a text that must be distinguished from a different piece of information found in a different segment; and 2) identify words with a single meaning. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students scoring at least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level 2, students can 1) locate information in the middle of a text that must be distinguished from a different piece of information found in a different segment; and 2) identify words with a single meaning. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 6th grade reading assessment for female students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 6th grade reading assessment for male students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 10th percentile score is the score below which 10 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 25th percentile score is the score below which 25 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 50th percentile score is the score below which 50 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 75th percentile score is the score below which 75 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 90th percentile score is the score below which 90 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 6th grade science assessment. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students below the lowest proficiency level (scoring below 351.31) on the LLECE science scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students below the lowest proficiency level (scoring below 351.31) on the LLECE science scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students below the lowest proficiency level (scoring below 351.31) on the LLECE science scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade female students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Percentage of 6th grade male students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 6th grade science assessment for female students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
Average score on the 6th grade science assessment for male students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 10th percentile score is the score below which 10 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 25th percentile score is the score below which 25 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 50th percentile score is the score below which 50 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 75th percentile score is the score below which 75 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 90th percentile score is the score below which 90 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/
The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Mean percentage correct for 5th grade students on the French language exam. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Mean percentage correct for 5th grade female students on the French language exam. Average differences are only significant between males and females in Benin, Burkina Faso, Democratic Republic of Congo, and Burundi. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Share of students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Share of female students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Share of male students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Share of students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Share of female students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Share of male students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Mean percentage correct for 5th male grade students on the French language exam. Average differences are only significant between males and females in Benin, Burkina Faso, Democratic Republic of Congo and Burundi. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Average score of Grade 2 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students who could not reach 61 when counting out loud. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students who counted to at least 61 but not beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students who could count beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of female Grade 2 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students scoring below 400.3 on the PASEC mathematics scale. Pupils below level 1 do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students scoring at least 400.3 but lower than 489 on the PASEC mathematics scale. Students at Level 1 have not passed the Sufficient Competency Threshold, but they have developed their knowledge of the mathematical language and mastered the first concepts of quantity (quantification, comparison) with objects and numbers under twenty. They can appraise the relative size of objects, recognize simple geometric shapes. They have developed an awareness of the first concepts of spatial orientation (inside, outside). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students scoring at least 489 but lower than 577.7 on the PASEC mathematics scale. Students at Level 2 have passed the Sufficient Competency Threshold. Pupils can recognize numbers up to one hundred, compare them, complete logical series and perform operations (sums and subtractions) with numbers under fifty. They have developed awareness of spatial orientation (below, above, beside). They have begun to develop an ability to solve basic problems with numbers under twenty using reasoning skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students scoring at least 577.7 on the PASEC mathematics scale. Students at Level 3 have passed the Sufficient Competency Threshold. Students at this level have mastered the oral number sequence (counting up to sixty in two minutes) and are able to compare numbers, complete logical series and perform operations (sums and subtractions) with numbers over fifty. They can solve basic problems with numbers under twenty using reasoning skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of male Grade 2 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of Grade 2 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of Grade 2 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference between pupil scores in private and public educational institutions controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference between pupil scores in rural and urban areas controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of Grade 6 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of female Grade 6 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 6th grade students who scored below 433.3 on the PASEC mathematics scale. Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; these pupils do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 6th grade students scoring higher than 433.3 but below 521.5 on the PASEC mathematics scale. Students at Level 1 have not reached the Sufficient Competency Threshold, but they can answer very brief questions by calling upon factual knowledge or a specific procedure. In arithmetic, they are able to carry out the four basic operations with whole numbers. In measurement, they recognize the length measurement unit: the meter. In geometry, they are able to orientate themselves in space by identifying directions and positions and by reading coordinates on a graph. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 6th grade students scoring higher than 521.5 but below 609.6 on the PASEC mathematics scale. Students at Level 2 have reached the Sufficient Competency Threshold, and are able to answer brief arithmetic, measurement and geometry questions by resorting to the three assessed processes: knowing, applying and reasoning. Some questions call on factual knowledge or a scientific approach; others require analysis of a situation prior to determining the appropriate approach. In arithmetic, students can perform operations with decimal numbers and can also solve familiar problems by analyzing the wording of the question or extracting data from a double-entry table. They know how to complete logical series with decimal numbers or fractions. In measurement, pupils can tell the time and convert units of measurement with or without a conversion table. They are also able to solve arithmetic problems involving operations with units of length or days, hours and minutes. In geometry, pupils know the names of certain solids, basic geometric shapes and some characteristic lines (diagonal, median). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 6th grade students scoring at least 609.6 on the PASEC mathematics scale. Students at Level 3 have reached the Sufficient Competency Threshold. They are able to answer arithmetic and measurement questions that require them to analyze situations and decide on the appropriate approach. In arithmetic, they can solve problems involving fractions or decimal numbers, and in measurement, they can solve problems involving surface area or perimeter calculations. Pupils can find data on a diagram prior to calculating distances. They are also able to perform calculations and conversions involving hours, minutes and seconds. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of male Grade 6 students on the PASEC mathematics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of Grade 6 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of Grade 6 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference between pupil scores in private and public educational institutions controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference between pupil scores in rural and urban areas controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Mean percentage correct for 5th grade students on the mathematics exam. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Mean percentage correct for female 5th grade students on the mathematics exam. Average differences are only significant between males and females in Benin, Gabon, Burkina Faso, Senegal, Burundi, Cote d'Ivoire, Togo and Comoros. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Share of students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Share of female students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Share of male students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Share of students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Share of female students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Share of male students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Mean percentage correct for male 5th grade students on the mathematics exam. Average differences are only significant between males and females in Benin, Gabon, Burkina Faso, Senegal, Burundi, Cote d'Ivoire, Togo and Comoros. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/
Average score of Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of female Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students scoring below 399.1 on the PASEC reading scale. Pupils below Level 1 do not display the competencies measured by the PASEC reading test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students scoring at least 399.1 but not higher than 469.5 on the PASEC reading scale. Students at proficiency level 1 are classified as Early Readers who have not reached the Sufficient Competency Threshold. Students at this level are able to understand very short and familiar oral messages to recognize familiar objects. They have great difficulty decoding written language and performing graphophonological identification (letters, syllables, graphemes and phonemes). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students scoring at least 469.5 but not higher than 540 on the PASEC reading scale. Students at proficiency level 2 are classified as Emerging Readers who have not reached the Sufficient Competency Threshold. These students are in the process of developing the first basic links between the oral and written language. They can perform basic graphophonological decoding, recognition and identification tasks (letters, syllables, graphemes and phonemes). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students scoring at least 540 but not higher than 610.4 on the PASEC reading scale. Students at proficiency level 3 are classified as Novice Readers who have reached the Sufficient Competency Threshold. These students have demonstrated their skills at written language decoding, listening comprehension and reading comprehension. They are able to identify the meaning of isolated words in reading comprehension, and in listening comprehension, they are able to understand explicit information in a short passage containing familiar vocabulary. They have developed links between oral and written language thus improving their decoding skills and expanding their vocabulary. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students scoring at least 610.4 on the PASEC reading scale. Students at proficiency level 4 are classified as Intermediate Readers who have reached the Sufficient Competency Threshold. These students have acquired written language decoding and listening comprehension competencies that enable them to understand explicit information in words, sentences and short passages. They can combine their decoding skills and their mastery of the oral language to grasp the literal meaning of a short passage. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students who accurately read 5 or less letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students who accurately read 11 to 20 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students who accurately read more than 20 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students who accurately read 6 to 10 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of male Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of Grade 2 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of Grade 2 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference between pupil scores in private and public educational institutions controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference between pupil scores in rural and urban areas controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students who accurately read zero words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students who accurately read 11 to 20 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students who accurately read 1 to 5 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students who accurately read more than 20 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Percentage of 2nd grade students who accurately read 6 to 10 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of female Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 6th grade students scoring below 365 on the PASEC reading scale. Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; Pupils at this level do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 6th grade students scoring higher than 365 but lower than 441.7 on the PASEC reading scale. Students at level 1 have not achieved the Sufficient Competency Threshold. They have developed decoding skills and can draw on them to understand isolated words taken from their everyday lives but are in difficulty when it comes to understanding the meaning of short and simple texts. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 6th grade students scoring higher than 441.7 but lower than 518.4 on the PASEC reading scale. Students at level 2 have not achieved the Sufficient Competency Threshold, but they can draw on their orthographic decoding skills to identify and understand isolated words taken from their everyday lives. They are also able to paraphrase explicit information from a text and locate information in short and medium length texts by identifying clues in the text and questions. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 6th grade students scoring higher than 518.4 but lower than 595.1 on the PASEC reading scale. Students at level 3 have achieved the Sufficient Competency Threshold. They are able to combine two pieces of explicit information from a document and carry out simple inferences in a narrative or informative text. They can extract implicit information from written material while giving meaning to implicit connectors, anaphora or referents. Students can also locate explicit information in long texts and discontinuous documents. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Share of 6th grade students scoring higher than 595.1 on the PASEC reading scale. Students at level 4 have achieved the Sufficient Competency Threshold and have an overall understanding of narrative passages, informative texts and documents. They are able to interpret several implicit ideas in these texts while drawing from their experience and knowledge. When reading literary texts, pupils can to identify the author’s intention, determine implicit meaning and interpret characters’ feelings. When reading informative texts and documents, they can connect information and compare data prior to using it. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of male Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of Grade 6 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average score of Grade 6 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference between pupil scores in private and public educational institutions controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Average difference between pupil scores in rural and urban areas controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/
Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population for the survey was the non institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population for the survey was the non institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population for the survey was the non institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 5th percentile score is the score below which 5 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 10th percentile score is the score below which 10 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 25th percentile score is the score below which 25 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 50th percentile score is the score below which 50 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 75th percentile score is the score below which 75 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 90th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 95th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population was the non institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population was the non institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population was the non institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring 176 to less than 226 points on the 0 to 500 point scale. Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percents such as 50%, and locating and identifying elements of simple or common graphical or spatial representations. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring 226 to less than 276 points on the 0 to 500 point scale. Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring 276 to less than 326 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring equal to or higher than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring below 176 points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring 176 to less than 226 points on the 0 to 500 point scale. Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percents such as 50%, and locating and identifying elements of simple or common graphical or spatial representations. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring 226 to less than 276 points on the 0 to 500 point scale. Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring 276 to less than 326 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices.  Tasks at level 5 require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring equal to or higher than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring below 176 points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring 176 to less than 226 points on the 0 to 500 point scale. Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percents such as 50%, and locating and identifying elements of simple or common graphical or spatial representations. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring 226 to less than 276 points on the 0 to 500 point scale. Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring 276 to less than 326 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices.  Tasks at level 5 require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring equal to or higher than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring below 176 points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 5th percentile score is the score below which 5 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 10th percentile score is the score below which 10 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 25th percentile score is the score below which 25 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 50th percentile score is the score below which 50 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 75th percentile score is the score below which 75 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 90th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 95th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring 176 to less than 226 points on the 0 to 500 point scale. Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percents such as 50%, and locating and identifying elements of simple or common graphical or spatial representations. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring 226 to less than 276 points on the 0 to 500 point scale. Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring 276 to less than 326 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices.  Tasks at level 5 require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring equal to or higher than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring below 176 points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring 241 to less than 291 points on the 0 to 500 point scale. At this level, tasks typically require the use of widely available and familiar technology applications, such as e-mail software or a web browser. There is little or no navigation required to access the information or commands required to solve the problem. The tasks involve few steps and a minimal number of operators. Only simple forms of reasoning, such as assigning items to categories, are required; there is no need to contrast or integrate information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring 291 to less than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. For instance, the respondent may have to make use of a novel online form. Some navigation across pages and applications is required to solve the problem. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, though the criteria to be met are explicit. There are higher monitoring demands. Some unexpected outcomes or impasses may appear. The task may require evaluating the relevance of a set of items to discard distractors. Some integration and inferential reasoning may be needed. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring equal to or higher than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) is required to make progress towards the solution. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, and the criteria to be met may or may not be explicit. There are typically high monitoring demands. Unexpected outcomes and impasses are likely to occur. The task may require evaluating the relevance and reliability of information in order to discard distractors. Integration and inferential reasoning may be needed to a large extent. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of adults scoring below 241 points on the 0 to 500 point scale. Tasks are based on well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical or inferential reasoning, or transforming of information. Few steps are required and no sub-goal has to be generated. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Adults in this category had prior computer experience but failed the ICT core test, which assesses basic ICT skills, such as the capacity to use a mouse or scroll through a web page, needed to take the computer-based assessment. Therefore, they did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring 241 to less than 291 points on the 0 to 500 point scale. At this level, tasks typically require the use of widely available and familiar technology applications, such as e-mail software or a web browser. There is little or no navigation required to access the information or commands required to solve the problem. The tasks involve few steps and a minimal number of operators. Only simple forms of reasoning, such as assigning items to categories, are required; there is no need to contrast or integrate information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring 291 to less than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. For instance, the respondent may have to make use of a novel online form. Some navigation across pages and applications is required to solve the problem. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, though the criteria to be met are explicit. There are higher monitoring demands. Some unexpected outcomes or impasses may appear. The task may require evaluating the relevance of a set of items to discard distractors. Some integration and inferential reasoning may be needed. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring equal to or higher than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) is required to make progress towards the solution. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, and the criteria to be met may or may not be explicit. There are typically high monitoring demands. Unexpected outcomes and impasses are likely to occur. The task may require evaluating the relevance and reliability of information in order to discard distractors. Integration and inferential reasoning may be needed to a large extent. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults scoring below 241 points on the 0 to 500 point scale. Tasks are based on well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical or inferential reasoning, or transforming of information. Few steps are required and no sub-goal has to be generated. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults who had prior computer experience but failed the ICT core test, which assesses the basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. Therefore, they did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults who either 1) reported having no prior computer experience or 2) had prior computer experience but failed the ICT core test, which assesses basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. This group of adults did not take part in the computer-based assessment and instead took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults who reported having no prior computer experience; therefore, they did not take part in the computer-based assessment but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of female adults who opted to take the paper-based assessment without first taking the ICT core assessment, even if they reported some prior experience with computers. They also did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring 241 to less than 291 points on the 0 to 500 point scale. At this level, tasks typically require the use of widely available and familiar technology applications, such as e-mail software or a web browser. There is little or no navigation required to access the information or commands required to solve the problem. The tasks involve few steps and a minimal number of operators. Only simple forms of reasoning, such as assigning items to categories, are required; there is no need to contrast or integrate information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring 291 to less than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. For instance, the respondent may have to make use of a novel online form. Some navigation across pages and applications is required to solve the problem. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, though the criteria to be met are explicit. There are higher monitoring demands. Some unexpected outcomes or impasses may appear. The task may require evaluating the relevance of a set of items to discard distractors. Some integration and inferential reasoning may be needed. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring equal to or higher than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) is required to make progress towards the solution. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, and the criteria to be met may or may not be explicit. There are typically high monitoring demands. Unexpected outcomes and impasses are likely to occur. The task may require evaluating the relevance and reliability of information in order to discard distractors. Integration and inferential reasoning may be needed to a large extent. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults scoring below 241 points on the 0 to 500 point scale. Tasks are based on well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical or inferential reasoning, or transforming of information. Few steps are required and no sub-goal has to be generated. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults who had prior computer experience but failed the ICT core test, which assesses the basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. Therefore, they did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults who either 1) reported having no prior computer experience or 2) had prior computer experience but failed the ICT core test, which assesses basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. This group of adults did not take part in the computer-based assessment and instead took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults who reported having no prior computer experience; therefore, they did not take part in the computer-based assessment but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of male adults who opted to take the paper-based assessment without first taking the ICT core assessment, even if they reported some prior experience with computers. They also did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Adults in this category reported having no prior computer experience; therefore, they did not take part in the computer-based assessment but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Adults in this category opted to take the paper-based assessment without first taking the ICT core assessment, even if they reported some prior experience with computers. They also did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 5th percentile score is the score below which 5 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 10th percentile score is the score below which 10 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 25th percentile score is the score below which 25 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 50th percentile score is the score below which 50 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 75th percentile score is the score below which 75 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 90th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
The 95th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring 241 to less than 291 points on the 0 to 500 point scale. At this level, tasks typically require the use of widely available and familiar technology applications, such as e-mail software or a web browser. There is little or no navigation required to access the information or commands required to solve the problem. The tasks involve few steps and a minimal number of operators. Only simple forms of reasoning, such as assigning items to categories, are required; there is no need to contrast or integrate information. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring 291 to less than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. For instance, the respondent may have to make use of a novel online form. Some navigation across pages and applications is required to solve the problem. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, though the criteria to be met are explicit. There are higher monitoring demands. Some unexpected outcomes or impasses may appear. The task may require evaluating the relevance of a set of items to discard distractors. Some integration and inferential reasoning may be needed. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring equal to or higher than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) is required to make progress towards the solution. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, and the criteria to be met may or may not be explicit. There are typically high monitoring demands. Unexpected outcomes and impasses are likely to occur. The task may require evaluating the relevance and reliability of information in order to discard distractors. Integration and inferential reasoning may be needed to a large extent. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults scoring below 241 points on the 0 to 500 point scale. Tasks are based on well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical or inferential reasoning, or transforming of information. Few steps are required and no sub-goal has to be generated. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults who had prior computer experience but failed the ICT core test, which assesses basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. Therefore, they did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults who either 1) reported having no prior computer experience or 2) had prior computer experience but failed the ICT core test, which assesses basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. This group of adults did not take part in the computer-based assessment and instead took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults who reported having no prior computer experience; therefore, they did not take part in the computer-based assessment but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Percentage of young (age 16-24) adults who opted to take the paper-based assessment without first taking the ICT core assessment, even if they reported some prior experience with computers. They did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/
Mean performance on the reading scale for fourth grade students. Total is the average scale score for fourth graders on the PIRLS reading assessment. The scale centerpoint is 500. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Fourth grade students reaching the advanced international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 625 on the reading assessment. When reading Literary Texts, students at the advanced international benchmarking level can: A) Integrate ideas and evidence across a text to appreciate overall themes, and B) Interpret story events and character actions to provide reasons, motivations, feelings, and character traits with full text-based support. When reading Informational Texts, students at the advanced international benchmark can A) Distinguish and interpret complex information from different parts of text, and provide full text-based support, B) Integrate information across a text to provide explanations, interpret significance, and sequence activities, and C) Evaluate visual and textual features to explain their function. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Advanced benchmark was called the "Top 10% Benchmark" (90th percentile score), which corresponded to a scale score of 615. The 2001 data in this database were recalculated based on a 625 Advanced Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Female 4th grade students reaching the advanced international benchmark in reading achievement (%) is the share of female 4th grade students scoring at least 625 on the reading assessment. When reading Literary Texts, students at the advanced international benchmarking level can: A) Integrate ideas and evidence across a text to appreciate overall themes, and B) Interpret story events and character actions to provide reasons, motivations, feelings, and character traits with full text-based support. When reading Informational Texts, students at the advanced international benchmark can A) Distinguish and interpret complex information from different parts of text, and provide full text-based support, B) Integrate information across a text to provide explanations, interpret significance, and sequence activities, and C) Evaluate visual and textual features to explain their function. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Advanced benchmark was called the "Top 10% Benchmark" (90th percentile score), which corresponded to a scale score of 615. The 2001 data in this database were recalculated based on a 625 Advanced Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Male 4th grade students reaching the advanced international benchmark in reading achievement (%) is the share of male 4th grade students scoring at least 625 on the reading assessment. When reading Literary Texts, students at the advanced international benchmarking level can: A) Integrate ideas and evidence across a text to appreciate overall themes, and B) Interpret story events and character actions to provide reasons, motivations, feelings, and character traits with full text-based support. When reading Informational Texts, students at the advanced international benchmark can A) Distinguish and interpret complex information from different parts of text, and provide full text-based support, B) Integrate information across a text to provide explanations, interpret significance, and sequence activities, and C) Evaluate visual and textual features to explain their function. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Advanced benchmark was called the "Top 10% Benchmark" (90th percentile score), which corresponded to a scale score of 615. The 2001 data in this database were recalculated based on a 625 Advanced Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Fourth grade students who did not reach the low international benchmark in reading achievement (%) is the share of fourth grade students who did not score at least 400 on the reading assessment. These figures were calculated by the World Bank EdStats team by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Female 4th grade students who did not reach the low international benchmark in reading achievement (%) is the share of female 4th grade students who did not score at least 400 on the reading assessment. These figures were calculated by the World Bank EdStats team by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Male 4th grade students who did not reach the low international benchmark in reading achievement (%) is the share of male 4th grade students who did not score at least 400 on the reading assessment. These figures were calculated by the World Bank EdStats team by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Mean performance on the reading scale for fourth grade students. Female is the average scale score for female fourth graders on the PIRLS reading assessment. The scale centerpoint is 500. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Fourth grade students reaching the high international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 550 on the reading assessment. When reading Literary Texts, students at the high benchmarking level can A) Locate and distinguish significant actions and details embedded across the text, B) Make inferences to explain relationships between intentions, actions, events, and feelings, and give text-based support, C) Interpret and integrate story events and character actions and traits from different parts of the text, D) Evaluate the significance of events and actions across the entire story, and E) Recognize the use of some language features (e.g., metaphor, tone, imagery). When reading Informational Texts, students at this benchmarking level can: A) Locate and distinguish relevant information within a dense text or a complex table, B) Make inferences about logical connections to provide explanations and reasons, C) Integrate textual and visual information to interpret the relationship between ideas, and D) Evaluate content and textual elements to make a generalization. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the High Benchmark was called the "Upper Quarter Benchmark" or 75th percentile score, which corresponded to a scale score of 570. The 2001 data in this database were recalculated based on a 550 High Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Female 4th grade students reaching the high international benchmark in reading achievement (%) is the share of female 4th grade students scoring at least 550 on the reading assessment. When reading Literary Texts, students at the high benchmarking level can A) Locate and distinguish significant actions and details embedded across the text, B) Make inferences to explain relationships between intentions, actions, events, and feelings, and give text-based support, C) Interpret and integrate story events and character actions and traits from different parts of the text, D) Evaluate the significance of events and actions across the entire story, and E) Recognize the use of some language features (e.g., metaphor, tone, imagery). When reading Informational Texts, students at this benchmarking level can: A) Locate and distinguish relevant information within a dense text or a complex table, B) Make inferences about logical connections to provide explanations and reasons, C) Integrate textual and visual information to interpret the relationship between ideas, and D) Evaluate content and textual elements to make a generalization. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the High Benchmark was called the "Upper Quarter Benchmark" or 75th percentile score, which corresponded to a scale score of 570. The 2001 data in this database were recalculated based on a 550 High Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Male 4th grade students reaching the high international benchmark in reading achievement (%) is the share of male 4th grade students scoring at least 550 on the reading assessment. When reading Literary Texts, students at the high benchmarking level can A) Locate and distinguish significant actions and details embedded across the text, B) Make inferences to explain relationships between intentions, actions, events, and feelings, and give text-based support, C) Interpret and integrate story events and character actions and traits from different parts of the text, D) Evaluate the significance of events and actions across the entire story, and E) Recognize the use of some language features (e.g., metaphor, tone, imagery). When reading Informational Texts, students at this benchmarking level can: A) Locate and distinguish relevant information within a dense text or a complex table, B) Make inferences about logical connections to provide explanations and reasons, C) Integrate textual and visual information to interpret the relationship between ideas, and D) Evaluate content and textual elements to make a generalization. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the High Benchmark was called the "Upper Quarter Benchmark" or 75th percentile score, which corresponded to a scale score of 570. The 2001 data in this database were recalculated based on a 550 High Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Fourth grade students reaching the intermediate international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 475 on the reading assessment. When reading Literary Texts, students at the intermediate benchmarking level can A) Retrieve and reproduce explicitly stated actions, events, and feelings, B) Make straightforward inferences about the attributes, feelings, and motivations of main characters, C) Interpret obvious reasons and causes and give simple explanations, and D) Begin to recognize language features and style. When reading Informational Texts, students at the informational level can A) Locate and reproduce two or three pieces of information from within the text, and B) Use subheadings, text boxes, and illustrations to locate parts of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Intermediate Benchmark was called the "Median Benchmark" (50th percentile score or median), which corresponded to a scale score of 510. The 2001 data in this database were recalculated based on a 475 Intermediate Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Female 4th grade students reaching the intermediate international benchmark in reading achievement (%) is the share of female 4th grade students scoring at least 475 on the reading assessment. When reading Literary Texts, students at the intermediate benchmarking level can A) Retrieve and reproduce explicitly stated actions, events, and feelings, B) Make straightforward inferences about the attributes, feelings, and motivations of main characters, C) Interpret obvious reasons and causes and give simple explanations, and D) Begin to recognize language features and style. When reading Informational Texts, students at the informational level can A) Locate and reproduce two or three pieces of information from within the text, and B) Use subheadings, text boxes, and illustrations to locate parts of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Intermediate Benchmark was called the "Median Benchmark" (50th percentile score or median), which corresponded to a scale score of 510. The 2001 data in this database were recalculated based on a 475 Intermediate Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Male 4th grade students reaching the intermediate international benchmark in reading achievement (%) is the share of male 4th grade students scoring at least 475 on the reading assessment. When reading Literary Texts, students at the intermediate benchmarking level can A) Retrieve and reproduce explicitly stated actions, events, and feelings, B) Make straightforward inferences about the attributes, feelings, and motivations of main characters, C) Interpret obvious reasons and causes and give simple explanations, and D) Begin to recognize language features and style. When reading Informational Texts, students at the informational level can A) Locate and reproduce two or three pieces of information from within the text, and B) Use subheadings, text boxes, and illustrations to locate parts of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Intermediate Benchmark was called the "Median Benchmark" (50th percentile score or median), which corresponded to a scale score of 510. The 2001 data in this database were recalculated based on a 475 Intermediate Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Fourth grade students reaching the low international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 400 on the reading assessment. When reading Literary Texts, students at the low benchmarking level can locate and retrieve an explicitly stated detail. When reading Informational Texts, students at the low benchmark can locate and reproduce explicitly stated information that is at the beginning of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Low Benchmark was called the "Lower Quarter Benchmark" (25th percentile score), which corresponded to a scale score of 435. The 2001 data in this database were recalculated based on a 400 Low Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Female 4th grade students reaching the low international benchmark in reading achievement (%) is the share of female 4th grade students scoring at least 400 on the reading assessment. When reading Literary Texts, students at the low benchmarking level can locate and retrieve an explicitly stated detail. When reading Informational Texts, students at the low benchmark can locate and reproduce explicitly stated information that is at the beginning of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Low Benchmark was called the "Lower Quarter Benchmark" (25th percentile score), which corresponded to a scale score of 435. The 2001 data in this database were recalculated based on a 400 Low Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Male 4th grade students reaching the low international benchmark in reading achievement (%) is the share of male 4th grade students scoring at least 400 on the reading assessment. When reading Literary Texts, students at the low benchmarking level can locate and retrieve an explicitly stated detail. When reading Informational Texts, students at the low benchmark can locate and reproduce explicitly stated information that is at the beginning of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Low Benchmark was called the "Lower Quarter Benchmark" (25th percentile score), which corresponded to a scale score of 435. The 2001 data in this database were recalculated based on a 400 Low Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Mean performance on the reading scale for fourth grade students. Male is the average scale score for male fourth graders on the PIRLS reading assessment. The scale centerpoint is 500. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/
Average score of 15-year-old students on the PISA mathematics scale. The metric for the overall mathematics scale is based on a mean for OECD countries of 500 points and a standard deviation of 100 points. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students below the lowest proficiency level (scoring 358 or below) on the PISA mathematics scale. Students below Level 1 may be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labeled chart or table where the labels on the chart match the words in the stimulus and question, so that the selection criteria are clear and the relationship between the chart and the aspects of the context depicted are evident, and performing arithmetic calculations with whole numbers by following clear and well-defined instructions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students below the lowest proficiency level (scoring 358 or below) on the PISA mathematics scale. Students below Level 1 may be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labeled chart or table where the labels on the chart match the words in the stimulus and question, so that the selection criteria are clear and the relationship between the chart and the aspects of the context depicted are evident, and performing arithmetic calculations with whole numbers by following clear and well-defined instructions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students below the lowest proficiency level (scoring 358 or below) on the PISA mathematics scale. Students below Level 1 may be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labeled chart or table where the labels on the chart match the words in the stimulus and question, so that the selection criteria are clear and the relationship between the chart and the aspects of the context depicted are evident, and performing arithmetic calculations with whole numbers by following clear and well-defined instructions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understanding, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations. Students at this level can reflect on their actions, and can formulate and precisely communicate their actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situation. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understanding, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations. Students at this level can reflect on their actions, and can formulate and precisely communicate their actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situation. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understanding, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations. Students at this level can reflect on their actions, and can formulate and precisely communicate their actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situation. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Average score of 15-year-old female students on the PISA mathematics scale. The metric for the overall mathematics scale is based on a mean for OECD countries of 500 points and a standard deviation of 100 points. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Average score of 15-year-old male students on the PISA mathematics scale. The metric for the overall mathematics scale is based on a mean for OECD countries of 500 points and a standard deviation of 100 points. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Average score of 15-year-old students on the PISA reading scale. The metric for the overall reading scale is based on a mean for participating OECD countries set at 500, with a standard deviation of 100. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring students below the lowest proficiency level (1B) on the PISA reading scale. Students with scores below Level 1b (less or equal to 262 points) usually do not succeed at the most basic reading tasks that PISA measures. This does not necessarily mean that they are illiterate, but that there is insufficient information on which to base a description of their reading proficiency. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments, which use a reading scale from Below Level 1B to Level 6. Because an equivalent proficiency level to "Below Level 1B" and Level 1B were not calculated for the 2000, 2003, and 2006 PISA Reports, the data are not currently available for those years. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/.
Percentage of 15-year-old students scoring students below the lowest proficiency level (1C) on the PISA reading scale. Students with scores below Level 1C (less or equal to 189 points) usually do not succeed at the most basic reading tasks that PISA measures. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring students below the lowest proficiency level (1C) on the PISA reading scale. Students with scores below Level 1C (less or equal to 189 points) usually do not succeed at the most basic reading tasks that PISA measures. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring students below the lowest proficiency level (1C) on the PISA reading scale. Students with scores below Level 1C (less or equal to 189 points) usually do not succeed at the most basic reading tasks that PISA measures. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 335 but lower than or equal to 407 on the PISA reading scale. Readers at Level 1a can understand the literal meaning of sentences or short passages. Readers at this level can also recognize the main theme or the author’s purpose in a piece of text about a familiar topic, and make a simple connection between several adjacent pieces of information, or between the given information and their own prior knowledge. They can select a relevant page from a small set based on simple prompts, and locate one or more independent pieces of information within short texts. Level 1a readers can reflect on the overall purpose and on the relative importance of information (e.g. the main idea vs. non-essential detail) in simple texts containing explicit cues. Most tasks at this level contain explicit cues regarding what needs to be done, how to do it, and where in the text(s) readers should focus their attention. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 1 data have been included in this database as Level 1A because they are based on an identical score range.  Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 335 but lower than or equal to 407 on the PISA reading scale. Readers at Level 1a can understand the literal meaning of sentences or short passages. Readers at this level can also recognize the main theme or the author’s purpose in a piece of text about a familiar topic, and make a simple connection between several adjacent pieces of information, or between the given information and their own prior knowledge. They can select a relevant page from a small set based on simple prompts, and locate one or more independent pieces of information within short texts. Level 1a readers can reflect on the overall purpose and on the relative importance of information (e.g. the main idea vs. non-essential detail) in simple texts containing explicit cues. Most tasks at this level contain explicit cues regarding what needs to be done, how to do it, and where in the text(s) readers should focus their attention. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 1 data have been included in this database as Level 1A because they are based on an identical score range.  Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 335 but lower than or equal to 407 on the PISA reading scale. Readers at Level 1a can understand the literal meaning of sentences or short passages. Readers at this level can also recognize the main theme or the author’s purpose in a piece of text about a familiar topic, and make a simple connection between several adjacent pieces of information, or between the given information and their own prior knowledge. They can select a relevant page from a small set based on simple prompts, and locate one or more independent pieces of information within short texts. Level 1a readers can reflect on the overall purpose and on the relative importance of information (e.g. the main idea vs. non-essential detail) in simple texts containing explicit cues. Most tasks at this level contain explicit cues regarding what needs to be done, how to do it, and where in the text(s) readers should focus their attention. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 1 data have been included in this database as Level 1A because they are based on an identical score range.  Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 262 but lower than or equal to 335 on the PISA reading scale. Readers at Level 1b can evaluate the literal meaning of simple sentences. They can also interpret the literal meaning of texts by making simple connections between adjacent pieces of information in the question and/or the text. Readers at this level can scan for and locate a single piece of prominently placed, explicitly stated information in a single sentence, a short text or a simple list. They can access a relevant page from a small set based on simple prompts when explicit cues are present. Tasks at Level 1b explicitly direct readers to consider relevant factors in the task and in the text. Texts at this level are short and typically provide support to the reader, such as through repetition of information, pictures or familiar symbols. There is minimal competing information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments. Data for 2000, 2003, and 2006 for Level 1B were not included in PISA reports, but values in this database were calculated based on the current Level 1B score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 262 but lower than or equal to 335 on the PISA reading scale. Readers at Level 1b can evaluate the literal meaning of simple sentences. They can also interpret the literal meaning of texts by making simple connections between adjacent pieces of information in the question and/or the text. Readers at this level can scan for and locate a single piece of prominently placed, explicitly stated information in a single sentence, a short text or a simple list. They can access a relevant page from a small set based on simple prompts when explicit cues are present. Tasks at Level 1b explicitly direct readers to consider relevant factors in the task and in the text. Texts at this level are short and typically provide support to the reader, such as through repetition of information, pictures or familiar symbols. There is minimal competing information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments. Data for 2000, 2003, and 2006 for Level 1B were not included in PISA reports, but values in this database were calculated based on the current Level 1B score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 262 but lower than or equal to 335 on the PISA reading scale. Readers at Level 1b can evaluate the literal meaning of simple sentences. They can also interpret the literal meaning of texts by making simple connections between adjacent pieces of information in the question and/or the text. Readers at this level can scan for and locate a single piece of prominently placed, explicitly stated information in a single sentence, a short text or a simple list. They can access a relevant page from a small set based on simple prompts when explicit cues are present. Tasks at Level 1b explicitly direct readers to consider relevant factors in the task and in the text. Texts at this level are short and typically provide support to the reader, such as through repetition of information, pictures or familiar symbols. There is minimal competing information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments. Data for 2000, 2003, and 2006 for Level 1B were not included in PISA reports, but values in this database were calculated based on the current Level 1B score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 189 but lower than or equal to 262 on the PISA reading scale. Readers at Level 1C can understand and affirm the meaning of short, syntactically simple sentences on a literal level, and read for a clear and simple purpose within a limited amount of time. Tasks at this level involve simple vocabulary and syntactic structures. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 189 but lower than or equal to 262 on the PISA reading scale. Readers at Level 1C can understand and affirm the meaning of short, syntactically simple sentences on a literal level, and read for a clear and simple purpose within a limited amount of time. Tasks at this level involve simple vocabulary and syntactic structures. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 189 but lower than or equal to 262 on the PISA reading scale. Readers at Level 1C can understand and affirm the meaning of short, syntactically simple sentences on a literal level, and read for a clear and simple purpose within a limited amount of time. Tasks at this level involve simple vocabulary and syntactic structures. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 407 but lower than or equal to 480 on the PISA reading scale. Readers at Level 2 can identify the main idea in a piece of text of moderate length. They can understand relationships or construe meaning within a limited part of the text when the information is not prominent by producing basic inferences, and/or when the text(s) include some distracting information. They can select and access a page in a set based on explicit though sometimes complex prompts, and locate one or more pieces of information based on multiple, partly implicit criteria. Readers at Level 2 can, when explicitly cued, reflect on the overall purpose, or on the purpose of specific details, in texts of moderate length. They can reflect on simple visual or typographical features. They can compare claims and evaluate the reasons supporting them based on short, explicit statements. Tasks at Level 2 may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks at this level require readers to make a comparison or several connections between the text and outside knowledge by drawing on personal experience and attitudes. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 2 data have been included in this database as Level 2 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 407 but lower than or equal to 480 on the PISA reading scale. Readers at Level 2 can identify the main idea in a piece of text of moderate length. They can understand relationships or construe meaning within a limited part of the text when the information is not prominent by producing basic inferences, and/or when the text(s) include some distracting information. They can select and access a page in a set based on explicit though sometimes complex prompts, and locate one or more pieces of information based on multiple, partly implicit criteria. Readers at Level 2 can, when explicitly cued, reflect on the overall purpose, or on the purpose of specific details, in texts of moderate length. They can reflect on simple visual or typographical features. They can compare claims and evaluate the reasons supporting them based on short, explicit statements. Tasks at Level 2 may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks at this level require readers to make a comparison or several connections between the text and outside knowledge by drawing on personal experience and attitudes. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 2 data have been included in this database as Level 2 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 407 but lower than or equal to 480 on the PISA reading scale. Readers at Level 2 can identify the main idea in a piece of text of moderate length. They can understand relationships or construe meaning within a limited part of the text when the information is not prominent by producing basic inferences, and/or when the text(s) include some distracting information. They can select and access a page in a set based on explicit though sometimes complex prompts, and locate one or more pieces of information based on multiple, partly implicit criteria. Readers at Level 2 can, when explicitly cued, reflect on the overall purpose, or on the purpose of specific details, in texts of moderate length. They can reflect on simple visual or typographical features. They can compare claims and evaluate the reasons supporting them based on short, explicit statements. Tasks at Level 2 may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks at this level require readers to make a comparison or several connections between the text and outside knowledge by drawing on personal experience and attitudes. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 2 data have been included in this database as Level 2 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 553 but lower than or equal to 626 on the PISA reading scale. At Level 4, readers can comprehend extended passages in single or multiple-text settings. They interpret the meaning of nuances of language in a section of text by taking into account the text as a whole. In other interpretative tasks, students demonstrate understanding and application of ad hoc categories. They can compare perspectives and draw inferences based on multiple sources. Readers can search, locate and integrate several pieces of embedded information in the presence of plausible distractors. They can generate inferences based on the task statement in order to assess the relevance of target information. They can handle tasks that require them to memories prior task context. In addition, students at this level can evaluate the relationship between specific statements and a person’s overall stance or conclusion about a topic. They can reflect on the strategies that authors use to convey their points, based on salient features of texts (e.g., titles and illustrations). They can compare and contrast claims explicitly made in several texts and assess the reliability of a source based on salient criteria. Texts at Level 4 are often long or complex, and their content or form may not be standard. Many of the tasks are situated in multiple-text settings. The texts and the tasks contain indirect or implicit cues. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5). PISA 2000/2003/2006 Level 4 data have been included in this database as Level 4 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 553 but lower than or equal to 626 on the PISA reading scale. At Level 4, readers can comprehend extended passages in single or multiple-text settings. They interpret the meaning of nuances of language in a section of text by taking into account the text as a whole. In other interpretative tasks, students demonstrate understanding and application of ad hoc categories. They can compare perspectives and draw inferences based on multiple sources. Readers can search, locate and integrate several pieces of embedded information in the presence of plausible distractors. They can generate inferences based on the task statement in order to assess the relevance of target information. They can handle tasks that require them to memories prior task context. In addition, students at this level can evaluate the relationship between specific statements and a person’s overall stance or conclusion about a topic. They can reflect on the strategies that authors use to convey their points, based on salient features of texts (e.g., titles and illustrations). They can compare and contrast claims explicitly made in several texts and assess the reliability of a source based on salient criteria. Texts at Level 4 are often long or complex, and their content or form may not be standard. Many of the tasks are situated in multiple-text settings. The texts and the tasks contain indirect or implicit cues. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5). PISA 2000/2003/2006 Level 4 data have been included in this database as Level 4 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 553 but lower than or equal to 626 on the PISA reading scale. At Level 4, readers can comprehend extended passages in single or multiple-text settings. They interpret the meaning of nuances of language in a section of text by taking into account the text as a whole. In other interpretative tasks, students demonstrate understanding and application of ad hoc categories. They can compare perspectives and draw inferences based on multiple sources. Readers can search, locate and integrate several pieces of embedded information in the presence of plausible distractors. They can generate inferences based on the task statement in order to assess the relevance of target information. They can handle tasks that require them to memories prior task context. In addition, students at this level can evaluate the relationship between specific statements and a person’s overall stance or conclusion about a topic. They can reflect on the strategies that authors use to convey their points, based on salient features of texts (e.g., titles and illustrations). They can compare and contrast claims explicitly made in several texts and assess the reliability of a source based on salient criteria. Texts at Level 4 are often long or complex, and their content or form may not be standard. Many of the tasks are situated in multiple-text settings. The texts and the tasks contain indirect or implicit cues. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5). PISA 2000/2003/2006 Level 4 data have been included in this database as Level 4 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 626 but lower than or equal to 698 on the PISA reading scale. Readers at Level 5 can comprehend lengthy texts, inferring which information in the text is relevant even though the information of interest may be easily overlooked. They can perform causal or other forms of reasoning based on a deep understanding of extended pieces of text. They can also answer indirect questions by inferring the relationship between the question and one or several pieces of information distributed within or across multiple texts and sources. Reflective tasks require the production or critical evaluation of hypotheses, drawing on specific information. Readers can establish distinctions between content and purpose, and between fact and opinion as applied to complex or abstract statements. They can assess neutrality and bias based on explicit or implicit cues pertaining to both the content and/or source of the information. They can also draw conclusions regarding the reliability of the claims or conclusions offered in a piece of text. For all aspects of reading, tasks at Level 5 typically involve dealing with concepts that are abstract or counterintuitive, and going through several steps until the goal is reached. In addition, tasks at this level may require the reader to handle several long texts, switching back and forth across texts in order to compare and contrast information. In this database, 2000/2003/2006 Level 5 data are calculated figures based on the current Level 5 (626 to 698) rather than the figures presented for Level 5 (626+) in PISA Reports for 2000, 2003, and 2006. Use caution in comparing results across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of female 15-year-old students scoring higher than 626 but lower than or equal to 698 on the PISA reading scale. Readers at Level 5 can comprehend lengthy texts, inferring which information in the text is relevant even though the information of interest may be easily overlooked. They can perform causal or other forms of reasoning based on a deep understanding of extended pieces of text. They can also answer indirect questions by inferring the relationship between the question and one or several pieces of information distributed within or across multiple texts and sources. Reflective tasks require the production or critical evaluation of hypotheses, drawing on specific information. Readers can establish distinctions between content and purpose, and between fact and opinion as applied to complex or abstract statements. They can assess neutrality and bias based on explicit or implicit cues pertaining to both the content and/or source of the information. They can also draw conclusions regarding the reliability of the claims or conclusions offered in a piece of text. For all aspects of reading, tasks at Level 5 typically involve dealing with concepts that are abstract or counterintuitive, and going through several steps until the goal is reached. In addition, tasks at this level may require the reader to handle several long texts, switching back and forth across texts in order to compare and contrast information. In this database, 2000/2003/2006 Level 5 data are calculated figures based on the current Level 5 (626 to 698) rather than the figures presented for Level 5 (626+) in PISA Reports for 2000, 2003, and 2006. Use caution in comparing results across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of male 15-year-old students scoring higher than 626 but lower than or equal to 698 on the PISA reading scale. Readers at Level 5 can comprehend lengthy texts, inferring which information in the text is relevant even though the information of interest may be easily overlooked. They can perform causal or other forms of reasoning based on a deep understanding of extended pieces of text. They can also answer indirect questions by inferring the relationship between the question and one or several pieces of information distributed within or across multiple texts and sources. Reflective tasks require the production or critical evaluation of hypotheses, drawing on specific information. Readers can establish distinctions between content and purpose, and between fact and opinion as applied to complex or abstract statements. They can assess neutrality and bias based on explicit or implicit cues pertaining to both the content and/or source of the information. They can also draw conclusions regarding the reliability of the claims or conclusions offered in a piece of text. For all aspects of reading, tasks at Level 5 typically involve dealing with concepts that are abstract or counterintuitive, and going through several steps until the goal is reached. In addition, tasks at this level may require the reader to handle several long texts, switching back and forth across texts in order to compare and contrast information. In this database, 2000/2003/2006 Level 5 data are calculated figures based on the current Level 5 (626 to 698) rather than the figures presented for Level 5 (626+) in PISA Reports for 2000, 2003, and 2006. Use caution in comparing results across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 698 on the PISA reading scale. Readers at Level 6 can comprehend lengthy and abstract texts in which the information of interest is deeply embedded and only indirectly related to the task. They can compare, contrast and integrate information representing multiple and potentially conflicting perspectives, using multiple criteria and generating inferences across distant pieces of information to determine how the information may be used. Readers at Level 6 can reflect deeply on the text’s source in relation to its content, using criteria external to the text. They can compare and contrast information across texts, identifying and resolving inter-textual discrepancies and conflicts through inferences about the sources of information, their explicit or vested interests, and other cues as to the validity of the information. Tasks at Level 6 typically require the reader to set up elaborate plans, combining multiple criteria and generating inferences to relate the task and the text(s). Materials at this level include one or several complex and abstract text(s), involving multiple and possibly discrepant perspectives. Target information may take the form of details that are deeply embedded within or across texts and potentially obscured by competing information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. Level 6 data were not available in the 2000/2003/2006 PISA Reports, so these figures were calculated based on the current PISA Reading Proficiency Level 6 (698+). Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 698 on the PISA reading scale. Readers at Level 6 can comprehend lengthy and abstract texts in which the information of interest is deeply embedded and only indirectly related to the task. They can compare, contrast and integrate information representing multiple and potentially conflicting perspectives, using multiple criteria and generating inferences across distant pieces of information to determine how the information may be used. Readers at Level 6 can reflect deeply on the text’s source in relation to its content, using criteria external to the text. They can compare and contrast information across texts, identifying and resolving inter-textual discrepancies and conflicts through inferences about the sources of information, their explicit or vested interests, and other cues as to the validity of the information. Tasks at Level 6 typically require the reader to set up elaborate plans, combining multiple criteria and generating inferences to relate the task and the text(s). Materials at this level include one or several complex and abstract text(s), involving multiple and possibly discrepant perspectives. Target information may take the form of details that are deeply embedded within or across texts and potentially obscured by competing information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. Level 6 data were not available in the 2000/2003/2006 PISA Reports, so these figures were calculated based on the current PISA Reading Proficiency Level 6 (698+). Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 698 on the PISA reading scale. Readers at Level 6 can comprehend lengthy and abstract texts in which the information of interest is deeply embedded and only indirectly related to the task. They can compare, contrast and integrate information representing multiple and potentially conflicting perspectives, using multiple criteria and generating inferences across distant pieces of information to determine how the information may be used. Readers at Level 6 can reflect deeply on the text’s source in relation to its content, using criteria external to the text. They can compare and contrast information across texts, identifying and resolving inter-textual discrepancies and conflicts through inferences about the sources of information, their explicit or vested interests, and other cues as to the validity of the information. Tasks at Level 6 typically require the reader to set up elaborate plans, combining multiple criteria and generating inferences to relate the task and the text(s). Materials at this level include one or several complex and abstract text(s), involving multiple and possibly discrepant perspectives. Target information may take the form of details that are deeply embedded within or across texts and potentially obscured by competing information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. Level 6 data were not available in the 2000/2003/2006 PISA Reports, so these figures were calculated based on the current PISA Reading Proficiency Level 6 (698+). Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/
Average score of 15-year-old female students on the PISA reading scale. The metric for the overall reading scale is based on a mean for participating OECD countries set at 500, with a standard deviation of 100. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Average score of 15-year-old male students on the PISA reading scale. The metric for the overall reading scale is based on a mean for participating OECD countries set at 500, with a standard deviation of 100. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Average score of 15-year-old students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring below the lowest proficiency level (less than or equal to 261) on the PISA science scale. No item in the PISA assessment can indicate what students who perform below Level 1b can do. Students below Level 1b may have acquired some elements of science knowledge and skills, but based on the tasks included in the PISA test, their ability can only be described in terms of what they cannot do – and they are unlikely to be able to solve, other than by guessing, any of the PISA tasks. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring below the lowest proficiency level (less than or equal to 261) on the PISA science scale. No item in the PISA assessment can indicate what students who perform below Level 1b can do. Students below Level 1b may have acquired some elements of science knowledge and skills, but based on the tasks included in the PISA test, their ability can only be described in terms of what they cannot do – and they are unlikely to be able to solve, other than by guessing, any of the PISA tasks. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring below the lowest proficiency level (less than or equal to 261) on the PISA science scale. No item in the PISA assessment can indicate what students who perform below Level 1b can do. Students below Level 1b may have acquired some elements of science knowledge and skills, but based on the tasks included in the PISA test, their ability can only be described in terms of what they cannot do – and they are unlikely to be able to solve, other than by guessing, any of the PISA tasks. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 335 but less than or equal to 410 on the PISA science scale. At Level 1A, students are able to use basic or everyday content and procedural knowledge to recognise or identify explanations of simple scientific phenomenon. With support, they can undertake structured scientific enquiries with no more than two variables. They are able to identify simple causal or correlational relationships and interpret graphical and visual data that require a low level of cognitive demand. Level 1a students can select the best scientific explanation for given data in familiar personal, local and global contexts. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 335 but less than or equal to 410 on the PISA science scale. At Level 1A, students are able to use basic or everyday content and procedural knowledge to recognise or identify explanations of simple scientific phenomenon. With support, they can undertake structured scientific enquiries with no more than two variables. They are able to identify simple causal or correlational relationships and interpret graphical and visual data that require a low level of cognitive demand. Level 1a students can select the best scientific explanation for given data in familiar personal, local and global contexts. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 335 but less than or equal to 410 on the PISA science scale. At Level 1A, students are able to use basic or everyday content and procedural knowledge to recognise or identify explanations of simple scientific phenomenon. With support, they can undertake structured scientific enquiries with no more than two variables. They are able to identify simple causal or correlational relationships and interpret graphical and visual data that require a low level of cognitive demand. Level 1a students can select the best scientific explanation for given data in familiar personal, local and global contexts. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 261 but less than or equal to 335 on the PISA science scale. At Level 1B, students can use basic or everyday scientific knowledge to recognise aspects of familiar or simple phenomenon. They are able to identify simple patterns in data, recognise basic scientific terms and follow explicit instructions to carry out a scientific procedure. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 261 but less than or equal to 335 on the PISA science scale. At Level 1B, students can use basic or everyday scientific knowledge to recognise aspects of familiar or simple phenomenon. They are able to identify simple patterns in data, recognise basic scientific terms and follow explicit instructions to carry out a scientific procedure. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 261 but less than or equal to 335 on the PISA science scale. At Level 1B, students can use basic or everyday scientific knowledge to recognise aspects of familiar or simple phenomenon. They are able to identify simple patterns in data, recognise basic scientific terms and follow explicit instructions to carry out a scientific procedure. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 410 but less than or equal to 484 on the PISA science scale. At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data, and identify the question being addressed in a simple experimental design. They can use basic or everyday scientific knowledge to identify a valid conclusion from a simple data set. Level 2 students demonstrate basic epistemic knowledge by being able to identify questions that can be investigated scientifically. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 410 but less than or equal to 484 on the PISA science scale. At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data, and identify the question being addressed in a simple experimental design. They can use basic or everyday scientific knowledge to identify a valid conclusion from a simple data set. Level 2 students demonstrate basic epistemic knowledge by being able to identify questions that can be investigated scientifically. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 410 but less than or equal to 484 on the PISA science scale. At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data, and identify the question being addressed in a simple experimental design. They can use basic or everyday scientific knowledge to identify a valid conclusion from a simple data set. Level 2 students demonstrate basic epistemic knowledge by being able to identify questions that can be investigated scientifically. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old female students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Percentage of 15-year-old male students scoring higher than 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Average score of 15-year-old female students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Average score of 15-year-old male students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/
Mean performance on the mathematics scale is the mean mathematics score for 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Mean performance on the mathematics scale, female is the mean mathematics score for female 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Mean performance on the mathematics scale, male is the mean mathematics score for male 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Mean performance on the reading scale, total is the mean reading score for all 6th grade students. Mean scores are on SACMEQ scales for reading, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Mean performance on the reading scale, female is the mean reading score for female 6th grade students. Mean scores are on SACMEQ scales for reading, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade female students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Percentage of 6th grade male students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
Mean performance on the reading scale, male is the mean reading score for male 6th grade students. Mean scores are on SACMEQ scales for reading, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/
TIMSS: Mean performance on the mathematics scale for fourth grade students, total is the average scale score for 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Fourth grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers. Students at this level show an increasing understanding of fractions and decimals. They can apply knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can interpret and represent data to solve multi-step problems. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 4th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 4th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Fourth grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 4th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 4th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring below 400 on the mathematics assessment. The indicator is the percentage of students with achievement too low for estimation on TIMSS and TIMSS Numeracy combined. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Mean performance on the mathematics scale for fourth grade students, female is the average scale score for female 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Fourth grade students reaching the high international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 4th grade students reaching the high international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 4th grade students reaching the high international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables and a variety of graphs to solve problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Fourth grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 4th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 4th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Fourth grade students reaching the low international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some basic mathematical knowledge. They can add, subtract, multiply, and divide one- and two-digit whole numbers. They can solve simple word problems. They have some knowledge of simple fractions and common geometric shapes. Students can read and complete simple bar graphs and tables. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 4th grade students reaching the low international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some basic mathematical knowledge. They can add, subtract, multiply, and divide one- and two-digit whole numbers. They can solve simple word problems. They have some knowledge of simple fractions and common geometric shapes. Students can read and complete simple bar graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 4th grade students reaching the low international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some basic mathematical knowledge. They can add, subtract, multiply, and divide one- and two-digit whole numbers. They can solve simple word problems. They have some knowledge of simple fractions and common geometric shapes. Students can read and complete simple bar graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Mean performance on the mathematics scale for fourth grade students, male is the average scale score for male 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 95th percentile score is the score below which 95 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Mean performance on the mathematics scale for eighth grade students, total is the average scale score for 8th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Eighth grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 625 on the mathematics assessment. Students can apply and reason in a variety of problem situations, solve linear equations, and make generalizations. They can solve a variety of fraction, proportion, and percent problems and justify their conclusions. They can understand linear functions and algebraic expressions. Students can use their knowledge of geometric figures to solve a wide range of problems involving angles, area, and surface area. They can calculate means and medians, and understand how changing data points can impact the mean. Students can interpret a wide variety of data displays to draw and justify conclusions, and solve multistep problems. They can solve problems involving expected values. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 8th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring at least 625 on the mathematics assessment. Students can apply and reason in a variety of problem situations, solve linear equations, and make generalizations. They can solve a variety of fraction, proportion, and percent problems and justify their conclusions. They can understand linear functions and algebraic expressions. Students can use their knowledge of geometric figures to solve a wide range of problems involving angles, area, and surface area. They can calculate means and medians, and understand how changing data points can impact the mean. Students can interpret a wide variety of data displays to draw and justify conclusions, and solve multistep problems. They can solve problems involving expected values. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 8th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring at least 625 on the mathematics assessment. Students can apply and reason in a variety of problem situations, solve linear equations, and make generalizations. They can solve a variety of fraction, proportion, and percent problems and justify their conclusions. They can understand linear functions and algebraic expressions. Students can use their knowledge of geometric figures to solve a wide range of problems involving angles, area, and surface area. They can calculate means and medians, and understand how changing data points can impact the mean. Students can interpret a wide variety of data displays to draw and justify conclusions, and solve multistep problems. They can solve problems involving expected values. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Eighth grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of 8th grade students scoring below 400 on the mathematics assessment. It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 8th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring below 400 on the mathematics assessment.  It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 8th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring below 400 on the mathematics assessment.  It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Mean performance on the mathematics scale for eighth grade students, female is the average scale score for female 8th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Eighth grade students reaching the high international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations. They can solve problems with fractions, decimals, ratios, and proportions. Students at this level show basic procedural knowledge related to algebraic expressions and equations. They can solve a variety of problems with angles, including problems involving triangles, parallel lines, rectangles, and congruent and similar figures. Students can interpret data in a variety of graphs and solve simple problems involving outcomes and probabilities. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 8th grade students reaching the high international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark  can apply their understanding and knowledge in a variety of relatively complex situations. They can solve problems with fractions, decimals, ratios, and proportions. Students at this level show basic procedural knowledge related to algebraic expressions and equations. They can solve a variety of problems with angles, including problems involving triangles, parallel lines, rectangles, and congruent and similar figures. Students can interpret data in a variety of graphs and solve simple problems involving outcomes and probabilities. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 8th grade students reaching the high international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations. They can solve problems with fractions, decimals, ratios, and proportions. Students at this level show basic procedural knowledge related to algebraic expressions and equations. They can solve a variety of problems with angles, including problems involving triangles, parallel lines, rectangles, and congruent and similar figures. Students can interpret data in a variety of graphs and solve simple problems involving outcomes and probabilities. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Eighth grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can  apply basic mathematical knowledge in a variety of situations. They can solve problems involving whole numbers, negative numbers, fractions, decimals, and ratios. Students have some basic knowledge about properties of two-dimensional shapes. They can read and interpret data in graphs and have some rudimentary knowledge of probability. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 8th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring at least 475 on the mathematics assessment. Students can apply basic mathematical knowledge in a variety of situations. They can solve problems involving whole numbers, negative numbers, fractions, decimals, and ratios. Students have some basic knowledge about properties of two-dimensional shapes. They can read and interpret data in graphs and have some rudimentary knowledge of probability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 8th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring at least 475 on the mathematics assessment. Students can apply basic mathematical knowledge in a variety of situations. They can solve problems involving whole numbers, negative numbers, fractions, decimals, and ratios. Students have some basic knowledge about properties of two-dimensional shapes. They can read and interpret data in graphs and have some rudimentary knowledge of probability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Eighth grade students reaching the low international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some knowledge of whole numbers and basic graphs. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 8th grade students reaching the low international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some knowledge of whole numbers and basic graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 8th grade students reaching the low international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some knowledge of whole numbers and basic graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Mean performance on the mathematics scale for eighth grade students, male is the average scale score for male 8th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 95th percentile score is the score below which 95 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Mean performance on the science scale for fourth grade students, total is the average scale score for 4th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Fourth grade students reaching the advanced international benchmark of science achievement (%) is the share of 4th grade students scoring at least 625 on the science assessment. Students reaching this benchmark can communicate their understanding of life, physical, and Earth sciences and demonstrate some knowledge of the process of scientific inquiry. Students demonstrate knowledge of characteristics and life processes of a variety of organisms. They can communicate understanding of relationships in ecosystems and interactions between organisms and their environment. They communicate understanding of properties and states of matter and physical and chemical changes. Students communicate understanding of Earth’s physical characteristics, processes, and history and show knowledge of Earth’s revolution and rotation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 4th grade students reaching the advanced international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 625 on the science assessment. Students reaching this benchmark can communicate their understanding of life, physical, and Earth sciences and demonstrate some knowledge of the process of scientific inquiry. Students demonstrate knowledge of characteristics and life processes of a variety of organisms. They can communicate understanding of relationships in ecosystems and interactions between organisms and their environment. They communicate understanding of properties and states of matter and physical and chemical changes. Students communicate understanding of Earth’s physical characteristics, processes, and history and show knowledge of Earth’s revolution and rotation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 4th grade students reaching the advanced international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 625 on the science assessment. Students reaching this benchmark can communicate their understanding of life, physical, and Earth sciences and demonstrate some knowledge of the process of scientific inquiry. Students demonstrate knowledge of characteristics and life processes of a variety of organisms. They can communicate understanding of relationships in ecosystems and interactions between organisms and their environment. They communicate understanding of properties and states of matter and physical and chemical changes. Students communicate understanding of Earth’s physical characteristics, processes, and history and show knowledge of Earth’s revolution and rotation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Fourth grade students who did not reach the low international benchmark of science achievement (%) is the share of 4th grade students scoring below 400 on the science assessment. The indicator is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 4th grade students who did not reach the low international benchmark of science achievement (%) is the share of female 4th grade students scoring below 400 on the science assessment. The indicator is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 4th grade students who did not reach the low international benchmark of science achievement (%) is the share of male 4th grade students scoring below 400 on the science assessment. The indicator is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Mean performance on the science scale for fourth grade students, female is the average scale score for female 4th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Fourth grade students reaching the high international benchmark of science achievement (%) is the share of 4th grade students scoring at least 550 on the science assessment. Students reaching this benchmark  can communicate and apply knowledge of life, physical, and Earth sciences. Students communicate knowledge of characteristics of plants, animals, and their life cycles, and apply knowledge of ecosystems and of humans’ and organisms’ interactions with their environment. Students demonstrate knowledge of states and properties of matter and of energy transfer in practical contexts, and show some understanding of forces and motion. Students know various facts about the Earth’s physical characteristics and show basic understanding of the Earth-Moon-Sun system. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 4th grade students reaching the high international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 550 on the science assessment. Students reaching this benchmark  can communicate and apply knowledge of life, physical, and Earth sciences. Students communicate knowledge of characteristics of plants, animals, and their life cycles, and apply knowledge of ecosystems and of humans’ and organisms’ interactions with their environment. Students demonstrate knowledge of states and properties of matter and of energy transfer in practical contexts, and show some understanding of forces and motion. Students know various facts about the Earth’s physical characteristics and show basic understanding of the Earth-Moon-Sun system. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 4th grade students reaching the high international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 550 on the science assessment. Students reaching this benchmark  can communicate and apply knowledge of life, physical, and Earth sciences. Students communicate knowledge of characteristics of plants, animals, and their life cycles, and apply knowledge of ecosystems and of humans’ and organisms’ interactions with their environment. Students demonstrate knowledge of states and properties of matter and of energy transfer in practical contexts, and show some understanding of forces and motion. Students know various facts about the Earth’s physical characteristics and show basic understanding of the Earth-Moon-Sun system. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Fourth grade students reaching the intermediate international benchmark of science achievement (%) is the share of 4th grade students scoring at least 475 on the science assessment. Students reaching this benchmark show knowledge and understanding of some aspects of science. Students demonstrate some basic knowledge of plants and animals. They demonstrate knowledge about some properties of matter and some facts related to electricity, and can apply elementary knowledge of forces and motion. They show some understanding of Earth’s physical characteristics. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 4th grade students reaching the intermediate international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 475 on the science assessment. Students reaching this benchmark show knowledge and understanding of some aspects of science. Students demonstrate some basic knowledge of plants and animals. They demonstrate knowledge about some properties of matter and some facts related to electricity, and can apply elementary knowledge of forces and motion. They show some understanding of Earth’s physical characteristics. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 4th grade students reaching the intermediate international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 475 on the science assessment. Students reaching this benchmark show knowledge and understanding of some aspects of science. Students demonstrate some basic knowledge of plants and animals. They demonstrate knowledge about some properties of matter and some facts related to electricity, and can apply elementary knowledge of forces and motion. They show some understanding of Earth’s physical characteristics. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Fourth grade students reaching the low international benchmark of science achievement (%) is the share of 4th grade students scoring at least 400 on the science assessment. Students reaching this benchmark show limited understanding of scientific concepts and limited knowledge of foundational science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 4th grade students reaching the low international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 400 on the science assessment. Students reaching this benchmark show limited understanding of scientific concepts and limited knowledge of foundational science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 4th grade students reaching the low international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 400 on the science assessment. Students reaching this benchmark show limited understanding of scientific concepts and limited knowledge of foundational science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Mean performance on the science scale for fourth grade students, male is the average scale score for male 4th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 95th percentile score is the score below which 95 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Mean performance on the science scale for eighth grade students, total is the average scale score for 8th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Eighth grade students reaching the advanced international benchmark of science achievement (%) is the share of 8th grade students scoring at least 625 on the science assessment. Students at this benchmark can communicate understanding of concepts related to biology, chemistry, physics, and Earth science in a variety of contexts. Students can classify animals into taxonomic groups. They can apply knowledge of cell structures and their functions. Students show some understanding of diversity, adaptation, and natural selection. They also recognize the interdependence of populations of organisms in an ecosystem. Students demonstrate knowledge of the composition of matter and the periodic table of the elements. Students use physical properties of matter to sort, classify, and compare substances and materials. They also recognize evidence that a chemical reaction has occurred. Students communicate understanding of particle spacing and motion in different physical states. Students apply knowledge of energy transfer and electrical circuits, can relate the properties of light and sound to common phenomena, and demonstrate understanding of forces in everyday contexts. Students communicate understanding of Earth’s structure, physical features, and processes. They demonstrate knowledge of the Earth’s resources and their conservation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 8th grade students reaching the advanced international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 625 on the science assessment. Students at this benchmark can communicate understanding of concepts related to biology, chemistry, physics, and Earth science in a variety of contexts. Students can classify animals into taxonomic groups. They can apply knowledge of cell structures and their functions. Students show some understanding of diversity, adaptation, and natural selection. They also recognize the interdependence of populations of organisms in an ecosystem. Students demonstrate knowledge of the composition of matter and the periodic table of the elements. Students use physical properties of matter to sort, classify, and compare substances and materials. They also recognize evidence that a chemical reaction has occurred. Students communicate understanding of particle spacing and motion in different physical states. Students apply knowledge of energy transfer and electrical circuits, can relate the properties of light and sound to common phenomena, and demonstrate understanding of forces in everyday contexts. Students communicate understanding of Earth’s structure, physical features, and processes. They demonstrate knowledge of the Earth’s resources and their conservation. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 8th grade students reaching the advanced international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 625 on the science assessment. Students at this benchmark communicate understanding of concepts related to biology, chemistry, physics, and Earth science in a variety of contexts. Students can classify animals into taxonomic groups. They can apply knowledge of cell structures and their functions. Students show some understanding of diversity, adaptation, and natural selection. They also recognize the interdependence of populations of organisms in an ecosystem. Students demonstrate knowledge of the composition of matter and the periodic table of the elements. Students use physical properties of matter to sort, classify, and compare substances and materials. They also recognize evidence that a chemical reaction has occurred. Students communicate understanding of particle spacing and motion in different physical states. Students apply knowledge of energy transfer and electrical circuits, can relate the properties of light and sound to common phenomena, and demonstrate understanding of forces in everyday contexts. Students communicate understanding of Earth’s structure, physical features, and processes. They demonstrate knowledge of the Earth’s resources and their conservation. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Eighth grade students who did not reach the low international benchmark of science achievement (%) is the share of 8th grade students scoring below 400 on the science assessment. It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 8th grade students who did not reach the low international benchmark of science achievement (%) is the share of female 8th grade students scoring below 400 on the science assessment. It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 8th grade students who did not reach the low international benchmark of science achievement (%) is the share of male 8th grade students scoring below 400 on the science assessment. It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Mean performance on the science scale for eighth grade students, female is the average scale score for female 8th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Eighth grade students reaching the high international benchmark of science achievement (%) is the share of 8th grade students scoring at least 550 on the science assessment. Students at this benchmark can apply understanding of concepts from biology, chemistry, physics, and Earth science. Students can apply knowledge of the characteristics of groups of animals, life processes in humans, cells and their functions, genetic inheritance, ecosystems, and nutrition. Students show some knowledge and understanding of the composition and properties of matter and chemical reactions. They can apply basic knowledge of energy transformation and transfer, electrical circuits, properties of magnets, light, sound, and forces. They can apply knowledge of Earth’s physical features, processes, cycles, and history, and show some understanding of Earth’s resources and their use. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 8th grade students reaching the high international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 550 on the science assessment. Students at this benchmark can apply understanding of concepts from biology, chemistry, physics, and Earth science. Students can apply knowledge of the characteristics of groups of animals, life processes in humans, cells and their functions, genetic inheritance, ecosystems, and nutrition. Students show some knowledge and understanding of the composition and properties of matter and chemical reactions. They can apply basic knowledge of energy transformation and transfer, electrical circuits, properties of magnets, light, sound, and forces. They can apply knowledge of Earth’s physical features, processes, cycles, and history, and show some understanding of Earth’s resources and their use. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 8th grade students reaching the high international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 550 on the science assessment. Students at this benchmark can apply understanding of concepts from biology, chemistry, physics, and Earth science. Students can apply knowledge of the characteristics of groups of animals, life processes in humans, cells and their functions, genetic inheritance, ecosystems, and nutrition. Students show some knowledge and understanding of the composition and properties of matter and chemical reactions. They can apply basic knowledge of energy transformation and transfer, electrical circuits, properties of magnets, light, sound, and forces. They can apply knowledge of Earth’s physical features, processes, cycles, and history, and show some understanding of Earth’s resources and their use. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Eighth grade students reaching the intermediate international benchmark of science achievement (%) is the share of 8th grade students scoring at least 475 on the science assessment. Students at this benchmark can show and apply some knowledge of biology and the physical sciences. Students demonstrate some knowledge of characteristics of animals and apply knowledge of ecosystems. They show some knowledge of the properties of matter, chemical changes, and a few physics concepts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 8th grade students reaching the intermediate international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 475 on the science assessment. Students at this benchmark can show and apply some knowledge of biology and the physical sciences. Students demonstrate some knowledge of characteristics of animals and apply knowledge of ecosystems. They show some knowledge of the properties of matter, chemical changes, and a few physics concepts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 8th grade students reaching the intermediate international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 475 on the science assessment. Students at this benchmark can show and apply some knowledge of biology and the physical sciences. Students demonstrate some knowledge of characteristics of animals and apply knowledge of ecosystems. They show some knowledge of the properties of matter, chemical changes, and a few physics concepts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Eighth grade students reaching the low international benchmark of science achievement (%) is the share of 8th grade students scoring at least 400 on the science assessment. Students at this benchmark show  limited understanding of scientific principles and concepts and limited knowledge of science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Female 8th grade students reaching the low international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 400 on the science assessment. Students at this benchmark show limited understanding of scientific principles and concepts and limited knowledge of science facts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Male 8th grade students reaching the low international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 400 on the science assessment. Students at this benchmark show limited understanding of scientific principles and concepts and limited knowledge of science facts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
TIMSS: Mean performance on the science scale for eighth grade students, male is the average scale score for male 8th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
The 95th percentile score is the score below which 95 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
Lead time to export is the median time (the value for 50 percent of shipments) from shipment point to port of loading. Data are from the Logistics Performance Index survey. Respondents provided separate values for the best case (10 percent of shipments) and the median case (50 percent of shipments). The data are exponentiated averages of the logarithm of single value responses and of midpoint values of range responses for the median case.
Lead time to import is the median time (the value for 50 percent of shipments) from port of discharge to arrival at the consignee. Data are from the Logistics Performance Index survey. Respondents provided separate values for the best case (10 percent of shipments) and the median case (50 percent of shipments). The data are exponentiated averages of the logarithm of single value responses and of midpoint values of range responses for the median case.
The Logistics Performance Index reflects perceptions of a countrys logistics performance based on six components. The component "Efficiency of the clearance process" includes results from the survey question "Rate the efficiency of the clearance process (i.e. speed, simplicity and predictability of formalities) by border control agencies in country [x]." Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: "Connecting to Compete 2018: The Logistics Performance Index and Its Indicators", see Appendix 5 for methodology.
Data are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Details of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report. Respondents evaluated efficiency of customs clearance processes (i.e. speed, simplicity and predictability of formalities), on a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across all respondents.
The Logistics Performance Index reflects perceptions of a countrys logistics performance based on six components. The component "Quality of trade- and transport-related infrastructure" includes results from the survey question "Evaluate the quality of trade- and transport related infrastructure (e.g. ports, railroads, roads, information technology) in country [x]." Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: "Connecting to Compete 2018: The Logistics Performance Index and Its Indicators", see Appendix 5 for methodology.
Data are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Details of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report. Respondents evaluated the quality of trade and transport related infrastructure (e.g. ports, railroads, roads, information technology), on a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across all respondents.
The Logistics Performance Index reflects perceptions of a countrys logistics performance based on six components. The component "Ease of arranging competitively priced international shipments" includes results from the survey question "Assess the ease of arranging competitively priced shipments to country [x]." Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: "Connecting to Compete 2018: The Logistics Performance Index and Its Indicators", see Appendix 5 for methodology.
Data are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Details of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report. Respondents assessed the ease of arranging competitively priced shipments to markets, on a rating ranging from 1 (very difficult) to 5 (very easy). Scores are averaged across all respondents.
The Logistics Performance Index reflects perceptions of a countrys logistics performance based on six components. The component "Competence and quality of logistics services" includes results from the survey question "Evaluate the overall level of competence and quality of logistics services (e.g. transport operators, customs brokers) in country [x]." Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: "Connecting to Compete 2018: The Logistics Performance Index and Its Indicators", see Appendix 5 for methodology.
Data are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Details of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report. Respondents evaluated the overall level of competence and quality of logistics services (e.g. transport operators, customs brokers), on a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across all respondents.
The Logistics Performance Index overall rank reflects perceptions of a countrys logistics performance based on the efficiency of the customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced international shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The ranks range from 1 to 160 (in the 2018, 2016, and 2014 edition; 155 in 2012 and 2010, and 150 in 2007), with a lower rank representing better performance. Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: "Connecting to Compete 2018: The Logistics Performance Index and Its Indicators", see Appendix 5 for methodology.
The Logistics Performance Index overall rank reflects perceptions of a countrys logistics performance based on the efficiency of the customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced international shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The ranks range from 1 to 160 (in the 2018, 2016, and 2014 edition; 155 in 2012 and 2010, and 150 in 2007), with a lower rank representing better performance. Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. To account for the sampling error created by the LPI’s survey-based dataset, LPI ranks are presented with approximate 80 percent confidence intervals (see appendix 5 of the LPI report available at lpi.worldbank.org). These intervals yield upper and lower bounds for a country’s LPI rank. Upper bounds for LPI ranks are calculated by increasing a country’s LPI score to its upper bound while maintaining all other country scores constant and then recalculating LPI ranks. An analogous procedure is adopted for lower bounds.
The Logistics Performance Index overall rank reflects perceptions of a countrys logistics performance based on the efficiency of the customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced international shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The ranks range from 1 to 160 (in the 2018, 2016, and 2014 edition; 155 in 2012 and 2010, and 150 in 2007), with a lower rank representing better performance. Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. To account for the sampling error created by the LPI’s survey-based dataset, LPI ranks are presented with approximate 80 percent confidence intervals (see appendix 5 of the LPI report available at lpi.worldbank.org). These intervals yield upper and lower bounds for a country’s LPI rank. Upper bounds for LPI ranks are calculated by increasing a country’s LPI score to its upper bound while maintaining all other country scores constant and then recalculating LPI ranks. An analogous procedure is adopted for lower bounds.
The Logistics Performance Index reflects perceptions of a countrys logistics performance based on the efficiency of the customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced international shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The index ranges from 1 to 5, with a higher score representing better performance. Percent of highest performer refers to the percentage of the score of a country in comparison to the score of the highest performing country that year. Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: "Connecting to Compete 2018: The Logistics Performance Index and Its Indicators", see Appendix 5 for methodology.
The Logistics Performance Index overall score reflects perceptions of a country's logistics based on the efficiency of customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The index ranges from 1 to 5, with a higher score representing better performance. 
Data are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. 
Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. 
Details of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report.
The Logistics Performance Index overall score reflects perceptions of a countrys logistics performance based on the efficiency of the customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced international shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The index ranges from 1 to 5, with a higher score representing better performance. To account for the sampling error created by the LPI’s survey-based dataset, LPI scores are presented with approximate 80 percent confidence intervals (see appendix 5 of the LPI report available at lpi.worldbank.org). These intervals yield upper and lower bounds for a country’s LPI score and rank. Upper bounds for LPI scores are calculated by increasing a country’s LPI score to its upper bound while maintaining all other country scores constant and then recalculating LPI ranks. An analogous procedure is adopted for lower bounds.
The Logistics Performance Index overall score reflects perceptions of a countrys logistics performance based on the efficiency of the customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced international shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The index ranges from 1 to 5, with a higher score representing better performance. To account for the sampling error created by the LPI’s survey-based dataset, LPI scores are presented with approximate 80 percent confidence intervals (see appendix 5 of the LPI report available at lpi.worldbank.org). These intervals yield upper and lower bounds for a country’s LPI score and rank. Upper bounds for LPI scores are calculated by increasing a country’s LPI score to its upper bound while maintaining all other country scores constant and then recalculating LPI ranks. An analogous procedure is adopted for lower bounds.
The Logistics Performance Index reflects perceptions of a countrys logistics performance based on six components. The component "Frequency with which shipments reach consignee within scheduled or expected time" includes results from the survey question "When arranging shipments to the countries listed below, how often do they reach the consignee within the scheduled or expected delivery time?" Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: "Connecting to Compete 2018: The Logistics Performance Index and Its Indicators", see Appendix 5 for methodology.
Data are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Details of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report. Respondents assessed how often the shipments to assessed markets reach the consignee within the scheduled or expected delivery time, on a rating ranging from 1 (hardly ever) to 5 (nearly always). Scores are averaged across all respondents.
The Logistics Performance Index reflects perceptions of a countrys logistics performance based on six components. The component "Ability to track and trace consignments" includes results from the survey question "Rate the ability to track and trace your consignments when shipping to country [x]." Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: "Connecting to Compete 2018: The Logistics Performance Index and Its Indicators", see Appendix 5 for methodology.
Data are from the Logistics Performance Index survey conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. Respondents evaluate eight countries on six core dimensions on a scale from 1 (worst) to 5 (best). The eight countries are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. The 2023 LPI survey was conducted from September 6 to November 5, 2022. It provided 4,090 country assessments by 652 logistics professionals in 115 countries in all World Bank regions. Details of the survey methodology and index construction methodology are included in Appendix 5 of the 2023 LPI report available at: https://lpi.worldbank.org/report. Respondents evaluated the ability to track and trace consignments when shipping to the market, on a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across all respondents.
The percentage of respondents who report that the first time they used a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase happened after COVID-19 started.
Among respondents who report making a digital merchant payment, the percentage who report that their first time doing so happened after COVID-19 started--either in-store or by paying online for an internet purchase.
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase.
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, female (% age 15+)
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, urban (% age 15+)
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, out of labor force (% age 15+)
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, in labor force (% age 15+)
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, male (% age 15+)
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, young (% ages 15-24)
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, older (% age 25+)
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, primary education or less (% ages 15+)
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, secondary education or more (% ages 15+)
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, poorest 40% (% ages 15+)
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, richest 60% (% ages 15+)
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store or to pay online for an internet purchase, rural (% age 15+)
Public Management:  Within this subcategory the Ibrahim Index measures: (i) Quality of Public Administration – clustered indicator (average) of variables from the African Development Bank and the World Bank measuring the extent to which the civil service is structured to effectively and ethically design policy and deliver services. (ii) Quality of Budget Management – clustered indicator (average) of variables from the African Development Bank and the World Bank measuring the extent to which there is a comprehensive and credible budget, linked to policy priorities, with mechanisms to ensure implementation and reporting. (iii) Currency Inside Banks – total stock of currency held within banks as a proportion of the money supply in an economy (OD). (iv) Ratio of Total Revenue to Total Expenditure – total budget revenue as a proportion of total budget expenditure (OD). (v) Ratio of Budget Deficit or Surplus to GDP – budget deficit or budget surplus as a proportion of Gross Domestic Product. (vi) Management of  Public Debt – clustered indicator (average) of variables from the African Development Bank and the World Bank measuring short- and medium term sustainability of fiscal policy and its impact on growth. (vii) Inflation – annual average change in the consumer price index. (viii) Ratio of External Debt Service to Exports – total external debt service due, expressed as a proportion of exports of goods, non-factor services, income and workers’ remittances. (ix) Imports Covered by Reserves – period of time that imports could be paid for by foreign exchange reserves. (x) Statistical Capacity – national statistical systems and their adherence to international norms in the areas of: Methodology (of compiling statistics and indicators); Regularity and coverage of censuses and surveys; Regularity, timeliness and accessibility of key socioeconomic indicators.
Health and Welfare: Within this sub-category the Ibrahim Index measures: (i) Incidence of TB – incidence of new cases of Tuberculosis. (ii) Child Mortality – likelihood that a newborn baby will die before the age of five, assuming that he/she is subject to current, age-specific mortality rates. (iii) Immunisation against Measles – proportion of one year olds (children aged 12–23 months) who have received one dose of measles vaccine. (iv) Immunisation against DTP – proportion of one year olds (children aged 12–23 months) who have received three doses of DTP vaccine. (v) Welfare Regime – equality of access to social safety nets that compensate for poverty and other risks. (vi) Social Protection and Labour – clustered indicator (average) of variables from the African Development Bank and the World Bank measuring government policies and regulations to ensure a minimum level of welfare to all people. (vii) Social Exclusion – extent to which significant parts of society are isolated due to poverty and inequality. (viii) Antiretroviral Treatment Provision – people with advanced HIV infection who are receiving antiretroviral treatment (ART) according to nationally approved or international standards. (ix)  Antiretroviral Treatment Provision for Pregnant Women – HIV positive pregnant women who received antiretroviral treatment (ART) to reduce the risk of mother-to-child transmission. (x) Access to Piped Water – proportion of the population with access to water piped into their dwelling or just outside it. (xi) Access to Improved Water – proportion of the population with access to a water source protected from outside contamination. (xii) Access to Improved Sanitation – proportion of the population served with a sanitation facility that hygienically separates human excreta from human contact. (xiii) Open Defecation Sanitation – proportion of the population forced to dispose of human faeces in open bodies of water or outdoor open spaces.
Participation: Within this sub-category the Ibrahim Index measures: (i) Political Participation – extent to which citizens have relevant information and the freedom to participate in the political process. (ii) Effective Power to Govern – extent to which democratically elected leaders have the effective power to govern, or the extent of veto powers and political enclaves.  (iii) Free and Fair Elections – extent to which leaders are determined by free and fair elections. (iv)  Electoral Self-determination – right of citizens to freely decide their political system and leadership. (v) Free and Fair Executive Elections – integrity of executive elections.
Personal Safety:  Within this sub-category the Ibrahim Index measures: (i) Safety of the Person – level of criminality in a country. (ii) Violent Crime – prevalence of violent crime, both organised and common. (iii) Social Unrest – prevalence of violent social unrest. (iv) Human Trafficking – government efforts to combat human trafficking. (v) Domestic Political Persecution – clustered indicator (an average) of the following variables: Physical Integrity Rights Index – government respect for citizens’ rights to freedom from torture, extrajudicial killing, political imprisonment, and disappearance.  Political Terror Scale – levels of state-instigated political violence and terror.
Measures overall index on (a) Safety and rule of law (b) Participation and human rights (c) Sustainable Economic  opportunity and (d) Human development.
The percentage of respondents who report personally using a mobile money service in the past year.
The percentage of respondents who report personally using a mobile money service in the past year, female (% age 15+)
The percentage of respondents who report personally using a mobile money service in the past year, urban (% age 15+)
The percentage of respondents who report personally using a mobile money service in the past year, out of labor force (% age 15+)
The percentage of respondents who report personally using a mobile money service in the past year, in labor force (% age 15+)
The percentage of respondents who report personally using a mobile money service in the past year, male (% age 15+)
The percentage of respondents who report personally using a mobile money service in the past year, young (% ages 15-24)
The percentage of respondents who report personally using a mobile money service in the past year, older (% age 25+)
The percentage of respondents who report personally using a mobile money service in the past year, primary education or less (% ages 15+)
The percentage of respondents who report personally using a mobile money service in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report personally using a mobile money service in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report personally using a mobile money service in the past year, richest 60% (% ages 15+)
The percentage of respondents who report personally using a mobile money service in the past year, rural (% age 15+)
Arms transfers cover the supply of military weapons through sales, aid, gifts, and those made through manufacturing licenses. Data cover major conventional weapons such as aircraft, armored vehicles, artillery, radar systems, missiles, and ships designed for military use. Excluded are transfers of other military equipment such as small arms and light weapons, trucks, small artillery, ammunition, support equipment, technology transfers, and other services. Figures are SIPRI Trend Indicator Values (TIVs) expressed in US$ m. A '0' indicates that the value of deliveries is less than US$0.5m.
Armed forces personnel are active duty military personnel, including paramilitary forces if the training, organization, equipment, and control suggest they may be used to support or replace regular military forces.
Armed forces personnel are active duty military personnel, including paramilitary forces if the training, organization, equipment, and control suggest they may be used to support or replace regular military forces. Labor force comprises all people who meet the International Labour Organization's definition of the economically active population.
Military expenditures data from SIPRI are derived from the NATO definition, which includes all current and capital expenditures on the armed forces, including peacekeeping forces; defense ministries and other government agencies engaged in defense projects; paramilitary forces, if these are judged to be trained and equipped for military operations; and military space activities. Such expenditures include military and civil personnel, including retirement pensions of military personnel and social services for personnel; operation and maintenance; procurement; military research and development; and military aid (in the military expenditures of the donor country). Excluded are civil defense and current expenditures for previous military activities, such as for veterans' benefits, demobilization, conversion, and destruction of weapons. This definition cannot be applied for all countries, however, since that would require much more detailed information than is available about what is included in military budgets and off-budget military expenditure items. (For example, military budgets might or might not cover civil defense, reserves and auxiliary forces, police and paramilitary forces, dual-purpose forces such as military and civilian police, military grants in kind, pensions for military personnel, and social security contributions paid by one part of government to another).
Military expenditures data from SIPRI are derived from the NATO definition, which includes all current and capital expenditures on the armed forces, including peacekeeping forces; defense ministries and other government agencies engaged in defense projects; paramilitary forces, if these are judged to be trained and equipped for military operations; and military space activities. Such expenditures include military and civil personnel, including retirement pensions of military personnel and social services for personnel; operation and maintenance; procurement; military research and development; and military aid (in the military expenditures of the donor country). Excluded are civil defense and current expenditures for previous military activities, such as for veterans' benefits, demobilization, conversion, and destruction of weapons. This definition cannot be applied for all countries, however, since that would require much more detailed information than is available about what is included in military budgets and off-budget military expenditure items. (For example, military budgets might or might not cover civil defense, reserves and auxiliary forces, police and paramilitary forces, dual-purpose forces such as military and civilian police, military grants in kind, pensions for military personnel, and social security contributions paid by one part of government to another.)
Military expenditures data from SIPRI are derived from the NATO definition, which includes all current and capital expenditures on the armed forces, including peacekeeping forces; defense ministries and other government agencies engaged in defense projects; paramilitary forces, if these are judged to be trained and equipped for military operations; and military space activities. Such expenditures include military and civil personnel, including retirement pensions of military personnel and social services for personnel; operation and maintenance; procurement; military research and development; and military aid (in the military expenditures of the donor country). Excluded are civil defense and current expenditures for previous military activities, such as for veterans' benefits, demobilization, conversion, and destruction of weapons. This definition cannot be applied for all countries, however, since that would require much more detailed information than is available about what is included in military budgets and off-budget military expenditure items. (For example, military budgets might or might not cover civil defense, reserves and auxiliary forces, police and paramilitary forces, dual-purpose forces such as military and civilian police, military grants in kind, pensions for military personnel, and social security contributions paid by one part of government to another.)
Military expenditures data from SIPRI are derived from the NATO definition, which includes all current and capital expenditures on the armed forces, including peacekeeping forces; defense ministries and other government agencies engaged in defense projects; paramilitary forces, if these are judged to be trained and equipped for military operations; and military space activities. Such expenditures include military and civil personnel, including retirement pensions of military personnel and social services for personnel; operation and maintenance; procurement; military research and development; and military aid (in the military expenditures of the donor country). Excluded are civil defense and current expenditures for previous military activities, such as for veterans' benefits, demobilization, conversion, and destruction of weapons. This definition cannot be applied for all countries, however, since that would require much more detailed information than is available about what is included in military budgets and off-budget military expenditure items. (For example, military budgets might or might not cover civil defense, reserves and auxiliary forces, police and paramilitary forces, dual-purpose forces such as military and civilian police, military grants in kind, pensions for military personnel, and social security contributions paid by one part of government to another.)
Arms transfers cover the supply of military weapons through sales, aid, gifts, and those made through manufacturing licenses. Data cover major conventional weapons such as aircraft, armored vehicles, artillery, radar systems, missiles, and ships designed for military use. Excluded are transfers of other military equipment such as small arms and light weapons, trucks, small artillery, ammunition, support equipment, technology transfers, and other services. Figures are SIPRI Trend Indicator Values (TIVs) expressed in US$ m.  A '0' indicates that the value of deliveries is less than US$0.5m
Construction is an economic activity which produces physical structures. Physical structures include: buildings; roads; bridges; railways and bridgeways; tunnel subways; viaducts and drainage; sanitary construction; airport terminals and airfield construction; dams; electricity power plants; distribution, transmission and communication networks. Construction activities include: planning; preparation; execution; demolition; repairs and maintenance; and construction.
Construction is an economic activity which produces physical structures. Physical structures include: buildings; roads; bridges; railways and bridgeways; tunnel subways; viaducts and drainage; sanitary construction; airport terminals and airfield construction; dams; electricity power plants; distribution, transmission and communication networks. Construction activities include: planning; preparation; execution; demolition; repairs and maintenance; and construction.
Mining is an economic activity which extracts minerals (in solid, liquid or gas form) and prepares these items for further processing. Quarrying is an economic activity that covers all extraction of quarried commodities. Quarried commodities are chemical elements, mineral and recess rock sediments below the earth's surface. Quarried commodities are usually used in manufacturing and construction (excluding metal, coal, petroleum, natural gas and radio active elements).
Mining is an economic activity which extracts minerals (in solid, liquid or gas form) and prepares these items for further processing. Quarrying is an economic activity that covers all extraction of quarried commodities. Quarried commodities are chemical elements, mineral and recess rock sediments below the earth's surface. Quarried commodities are usually used in manufacturing and construction (excluding metal, coal, petroleum, natural gas and radio active elements).
Manufacturing is an economic activity involving processing materials and transforming them mechanically, chemically, or manually into finished or semi finished products and/or converting them into other goods having higher value and closer to the final user.
Manufacturing is an economic activity involving processing materials and transforming them mechanically, chemically, or manually into finished or semi finished products and/or converting them into other goods having higher value and closer to the final user.
General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation. Data are in current U.S. dollars.
General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation. Data are in current local currency.
General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation. Data are in constant 2015 prices, expressed in U.S. dollars.
Annual percentage growth of general government final consumption expenditure based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. General government final consumption expenditure (general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation.
General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation. Data are in constant local currency.
General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation.
Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current U.S. dollars.
Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current U.S. dollars.
Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current local currency.
Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in constant 2010 U.S. dollars.
Annual percentage growth of household final consumption expenditure is based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources.
Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in constant local currency.
Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources.
Household and NPISHs final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. This indicator includes the expenditures of nonprofit institutions serving households even when reported separately by the country. Data are in current U.S. dollars.
Household and NPISHs final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. This indicator includes the expenditures of nonprofit institutions serving households even when reported separately by the country. Data are in current local currency.
Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This series has been linked to produce a consistent time series to counteract breaks in series over time due to changes in base years, source data and methodologies. Thus, it may not be comparable with other national accounts series in the database for historical years. Data are in local currency, at current prices.
Household and NPISHs final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. This indicator includes the expenditures of nonprofit institutions serving households even when reported separately by the country. Data are in constant 2015 prices, expressed in U.S. dollars.
Annual percentage growth of household and NPISHs final consumption expenditure based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Household and NPISHs final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. This indicator includes the expenditures of nonprofit institutions serving households even when reported separately by the country.
Household and NPISHs final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. This indicator includes the expenditures of nonprofit institutions serving households even when reported separately by the country. Data are in constant local currency.
Household final consumption expenditure per capita (private consumption per capita) is calculated using private consumption in constant 2015 prices and World Bank population estimates. Household final consumption expenditure is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. Data are in constant 2015 U.S. dollars.
Annual percentage growth of household final consumption expenditure per capita, which is calculated using household final consumption expenditure in constant 2010 prices and World Bank population estimates. Household final consumption expenditure (private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country.
This indicator provides values for households and NPISHs final consumption expenditure expressed in current international dollars converted by purchasing power parity (PPP) conversion factor. 

Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. 

PPP conversion factor is a spatial price deflator and currency converter that eliminates the effects of the differences in price levels between countries.

From July 2020, “Households and NPISHs final consumption expenditure: linked series (current LCU)” [NE.CON.PRVT.CN.AD] is used as underlying expenditure in local currency unit so that it’s in line with time series of PPP conversion factor, private consumption (LCU per international $), which are extrapolated with linked CPI.
Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. Data are converted to constant 2021 international dollars using purchasing power parity rates.
Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources.
Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current U.S. dollars.
Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current local currency.
Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in constant 2010 U.S. dollars.
Average annual growth of final consumption expenditure based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources.
Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in constant local currency.
Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources.
Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). Data are in current U.S. dollars.
Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). Data are in current local currency.
Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). Data are in constant 2015 prices, expressed in U.S. dollars.
Average annual growth of final consumption expenditure based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources.
Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). Data are in constant local currency.
Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources.
Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment).
Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment). Data are in current U.S. dollars.
Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment). Data are in current local currency.
Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment). Data are in constant 2015 prices, expressed in U.S. dollars.
Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment). Data are in constant local currency.
Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment).
Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in current U.S. dollars.
Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in current local currency.
Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in constant 2015 prices, expressed in U.S. dollars.
Annual growth rate of exports of goods and services based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments.
Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in constant local currency.
"The annual rate of growth of exports of goods and non-financial services, as calculated from the constant local currency series.  Exports of goods and services represent the value of all goods and other market services provided to or received from the rest of the world. Included is the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services.  Data are in constant local currency.
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The exports price index is derived by dividing the national accounts exports of goods and services in current U.S. dollars by exports of goods and services in constant 2000 U.S. dollars, with 2000 equaling 100.
Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments.
The Indonesian general government sector is classified into two categories: central government; and local government. Central government covers all government bodies affiliated to central government, including all vertical regional boundaries. Local government covers provincial governments, regency governments and village governments. 

Government final consumption expenditure refers to the value of goods and services produced for own use in the current account. It is the value of gross output less sales of commodities and non-commodities produced.
Export is a trade of goods and services provided by citizens of a country to citizens of another country in exchange for foreign currency. Export creates influx of foreign currency.
Central government’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by central government.  Data are in current U.S. dollars.
Central government’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by central government.  Data are in current local currency.
Gross domestic fixed investment includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant 2000 U.S. dollars.
Central government’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by central government.  Data are in current local currency.
General government’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by local, state.  Data are in current U.S. dollars.
General government’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by local, state or central government. Most outlays by government on military equipment are excluded. According to 93SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of government consumption expenditure. Data are in current local currency.
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Gross domestic fixed investment includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant 2000 U.S. dollars.
General government’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by local, state or central government. Most outlays by government on military equipment are excluded. According to 93SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of government consumption expenditure. Data; constant prices, local currencies.
State and local governments’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by state and local governments.  Data are in current U.S. dollars.
State and local governments’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by state and local governments.  Data are in current local currency.
State and local governments’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by state and local governments.  Data are in constant local currency.
Public sector’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets.  Data are in current U.S. dollars.
Public sector’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets. Data are in current local currency.
Public sector’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets. Data are in const
Private sector’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets.  Data are in current U.S. dollars.
Private investment covers gross outlays by the private sector (including private nonprofit agencies) on additions to its fixed domestic assets.
Private sector’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets.  Data are in constant 2000 local currency.
Private sector’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets.  Data are in constant local prices.
Private investment covers gross outlays by the private sector (including private nonprofit agencies) on additions to its fixed domestic assets.
Public sectors’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets measured at constant prices, done by government units and non-financial public enterprises. Most outlays by government on military equipment are excluded. According to 1993 SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of governments consumption expenditure. Data are in current U.S. dollars.
Public investment covers gross outlays by the public sector on additions to its fixed domestic assets.
Public sectors’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets measured at constant prices, done by government units and non-financial public enterprises. Most outlays by government on military equipment are excluded. According to 1993 SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of governments consumption expenditure. Data are in constant 2000 U.S. dollars.
Public sectors’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets measured at constant prices, done by government units and non-financial public enterprises. Most outlays by government on military equipment are excluded. According to 1993 SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of governments consumption expenditure. Data are in constant local currency.
Gross public investment (see definition below) as a percentage of GDP (%) .  Public sectors’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets measured at constant prices, done by government units and non-financial public enterprises. Most outlays by government on military equipment are excluded. According to 1993 SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of governments consumption expenditure.
Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in current U.S. dollars.
Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in current local currency.
Gross fixed capital formation is expenditure for capital goods which have an effective life of more than one year and which do not represent commodities for consumption. Gross fixed capital formation includes residential and non residential buildings and other constructions such as roads and airports as well as machinery. Expenditure on capital goods and buildings for military requirements is not included in this breakdown, but rather is classified as government consumption. 

Gross fixed capital formation, in the general government sector, is defined as the difference between government expenditure on additions to its fixed assets and net sales of similar second-hand and scrapped goods. Items classified as fixed capital formation include: dwelling and non-dwelling buildings; roads, bridges and similar constructions; machinery and equipment; motor vehicles; major repairs and alterations to the above mentioned durable goods which significantly extend their lifetime or productivity; and outlays on the reclamation and improvement of land and the development of plantations.
Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 2008 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant 2015 prices, expressed in U.S. dollars.
Average annual growth of gross fixed capital formation based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 2008 SNA, net acquisitions of valuables are also considered capital formation.
Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant local currency.
Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation.
Import is a trade of goods and services required by citizens of a country from citizens of other country in exchange for foreign currency. Import creates outflux of foreign currency.
Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and "work in progress." Data are in current U.S. dollars.
Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and "work in progress." Data are in current local currency.
Stock change in a particular year is defined as the difference between the year's final stock and the initial stock. Stock may consist of intermediate goods to be used in the production process, semi-finished goods and unsold finished goods. Those who hold stock include business enterprises, state enterprises and government. Goods categorised as government stock are those held for strategic purposes such as food products.
Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and "work in progress." Data are in constant local currency.
Changes in stocks/inventories of public sector comprises the value of the physical changes in (i) stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries, and (ii) stocks of strategic materials or other commodities of importance to the nation held by producers of government services. Data are in current U.S. dollars.
Changes in stocks/inventories of public sector comprises the value of the physical changes in (i) stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries, and (ii) stocks of strategic materials or other commodities of importance to the nation held by producers of government services. Data are in current local currency.
Changes in stocks/inventories of public sector comprises the value of the physical changes in (i) stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries, and (ii) stocks of strategic materials or other commodities of importance to the nation held by producers of government services. Data are in constant local currency.
Changes in stocks/inventories of private sector comprises the value of the physical changes in stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries.  Data are in current U.S. dollars.
Changes in stocks/inventories of private sector comprises the value of the physical changes in stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries.  Data are in current local currency.
Changes in stocks/inventories of private sector comprises the value of the physical changes in stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries.  Data are in constant local currency.
Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and "work in progress." According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in current U.S. dollars.
Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and "work in progress." According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in current local currency.
Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and "work in progress." According to the 2008 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant 2015 prices, expressed in U.S. dollars.
Annual growth rate of gross capital formation based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and "work in progress." According to the 2008 SNA, net acquisitions of valuables are also considered capital formation.
Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and "work in progress." According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant local currency.
Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and "work in progress." According to the 1993 SNA, net acquisitions of valuables are also considered capital formation.
Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in current U.S. dollars.
Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in current local currency.
Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in constant 2015 prices, expressed in U.S. dollars.
Annual growth rate of imports of goods and services based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments.
Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in constant local currency.
The imports price index is derived by dividing the national accounts exports of goods and services in current U.S. dollars by imports of goods and services in constant 2000 U.S. dollars, with 2000 equaling 100.
Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments.
Merchandise trade as a share of GDP is the sum of merchandise exports and imports divided by the value of GDP, all in current US dollars  and from the national accounts.
External balance on goods and services (formerly resource balance) equals exports of goods and services minus imports of goods and services (previously nonfactor services). Data are in current U.S. dollars.
External balance on goods and services (formerly resource balance) equals exports of goods and services minus imports of goods and services (previously nonfactor services). Data are in current local currency.
External balance on goods and services (formerly resource balance) equals exports of goods and services minus imports of goods and services (previously nonfactor services). Data are in constant local currency.
External balance on goods and services (formerly resource balance) equals exports of goods and services minus imports of goods and services (previously nonfactor services).
Trade is the sum of exports and imports of goods and services measured as a share of gross domestic product.
Trade is the sum of exports and imports of goods and services measured as a share of gross domestic product.
This is based upon goods and non-financial services from the National Accounts, that is, the terms of trade index shows the national accounts exports price index divided by the imports price index, with 2000 equaling 100.
The terms of trade index shows the national accounts exports price index divided by the imports price index, with 2000 equaling 100.
A measure of the value of a currency against a weighted average of several foreign currencies
Value added per worker is a measure of labor productivity—value added per unit of input. Value added denotes the net output of a sector after adding up all outputs and subtracting intermediate inputs. Data are in constant 2015 U.S. dollars. Agriculture corresponds to the International Standard Industrial Classification (ISIC) tabulation categories A and B (revision 3) or tabulation category A (revision 4), and includes forestry, hunting, and fishing as well as cultivation of crops and livestock production.
The growth rate of real per capita GDP in agriculture, expressed at an annual rate.
Agriculture, forestry, and fishing corresponds to ISIC divisions 1-3 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in current U.S. dollars.
Agriculture, forestry, and fishing corresponds to ISIC divisions 1-3 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in current local currency.
Agriculture, forestry, and fishing corresponds to ISIC divisions 01-03 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in constant 2015 prices, expressed in U.S. dollars.
Annual growth rate for agricultural, forestry, and fishing value added based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Agriculture corresponds to ISIC divisions 01-03 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4.
Agriculture, forestry, and fishing corresponds to ISIC divisions 1-3 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in constant local currency.
This is the annual rate of growth of agricultural GDP.  Value added in agriculture measures the output of the agricultural sector (ISIC divisions 1-5) less the value of intermediate inputs. Agriculture comprises value added from forestry, hunting, and fishing as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 2. Data are in current local currency.
Agriculture, forestry, and fishing corresponds to ISIC divisions 1-3 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Note: For VAB countries, gross value added at factor cost is used as the denominator.
Financial intermediation services indirectly measured (FISIM) is an indirect measure of the value of financial intermediation services (i.e. output) provided but for which financial institutions do not charge explicitly as compared to explicit bank charges. Although the 1993 SNA recommends that the FISIM are allocated as intermediate and final consumption to the users, many countries still make a global (negative) adjustment to the sum of gross value added.
Financial intermediation services indirectly measured (FISIM) is an indirect measure of the value of financial intermediation services (i.e. output) provided but for which financial institutions do not charge explicitly as compared to explicit bank charges. Although the 1993 SNA recommends that the FISIM are allocated as intermediate and final consumption to the users, many countries still make a global (negative) adjustment to the sum of gross value added.
Value added in construction is defined as the value of output of the construction industry less the value of intermediate consumption (intermediate inputs). Construction is a subset of industry (ISIC 45). Data are in current U.S. dollars.
Value added in construction is defined as the value of output of the construction industry less the value of intermediate consumption (intermediate inputs). Construction is a subset of industry (ISIC 45). Data are in current local currency.
Value added in construction is defined as the value of output of the construction industry less the value of intermediate consumption (intermediate inputs). Construction is a subset of industry (ISIC 45). Data are in constant local currency.
Value added per worker is a measure of labor productivity—value added per unit of input. Value added denotes the net output of a sector after adding up all outputs and subtracting intermediate inputs. Data are in constant 2015 U.S. dollars. Industry corresponds to the International Standard Industrial Classification (ISIC) tabulation categories C-F (revision 3) or tabulation categories B-F (revision 4), and includes mining and quarrying (including oil production), manufacturing, construction, and public utilities (electricity, gas, and water).
Value added in gas, electricity and water is defined as the value of output of the ‘Electricity, Gas and Water supply' industry less the value of intermediate consumption (intermediate inputs). Gas, electricity and water is a subset of industry (ISIC 40-41). Data are in current U.S. dollars.
Value added in gas, electricity and water is defined as the value of output of the ‘Electricity, Gas and Water supply' industry less the value of intermediate consumption (intermediate inputs). Gas, electricity and water is a subset of industry (ISIC 40-41). Data are in current local currency.
Value added in gas, electricity and water is defined as the value of output of the ‘Electricity, Gas and Water supply' industry less the value of intermediate consumption (intermediate inputs). Gas, electricity and water is a subset of industry (ISIC 40-41). Data are in constant local currency.
Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current U.S. dollars.
Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current local currency.
Manufacturing refers to industries belonging to ISIC divisions 10-33. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in constant 2015 prices, expressed in U.S. dollars.
Annual growth rate for manufacturing value added based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Manufacturing refers to industries belonging to ISIC divisions 10-33. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4.
Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant local currency.
This is the annual rate of growth of value added in manufacturing.  Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 2.
Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Note: For VAB countries, gross value added at factor cost is used as the denominator.
Value added in mining and quarrying is defined as the value of output of the mining and quarrying industries less the value of intermediate consumption (intermediate inputs). Mining and quarrying is a subset of industry (ISIC 10-14). Data are in current U.S. dollars.
Value added in mining and quarrying is defined as the value of output of the mining and quarrying industries less the value of intermediate consumption (intermediate inputs). Mining and quarrying is a subset of industry (ISIC 10-14). Data are in current local currency.
Value added in mining and quarrying is defined as the value of output of the mining and quarrying industries less the value of intermediate consumption (intermediate inputs). Mining and quarrying is a subset of industry (ISIC 10-14). Data are in constant 2000 U.S. dollars.
Value added in mining and quarrying is defined as the value of output of the mining and quarrying industries less the value of intermediate consumption (intermediate inputs). Mining and quarrying is a subset of industry (ISIC 10-14). Data are in constant local currency.
Industry (including construction) corresponds to ISIC divisions 05-43 and includes manufacturing (ISIC divisions 10-33). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in current U.S. dollars.
Industry (including construction) corresponds to ISIC divisions 05-43 and includes manufacturing (ISIC divisions 10-33). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in current local currency.
Industry (including construction) corresponds to ISIC divisions 05-43 and includes manufacturing (ISIC divisions 10-33). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in constant 2015 prices, expressed in U.S. dollars.
Annual growth rate for industrial (including construction) value added based on constant local currency. Aggregates are based on constant 2015 prices, expressed in  U.S. dollars. Industry corresponds to ISIC divisions 05-43 and includes manufacturing (ISIC divisions 10-33). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4.
Industry (including construction) corresponds to ISIC divisions 05-43 and includes manufacturing (ISIC divisions 10-33). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in constant local currency.
Industry (including construction) corresponds to ISIC divisions 05-43 and includes manufacturing (ISIC divisions 10-33). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Note: For VAB countries, gross value added at factor cost is used as the denominator.
Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Chemicals correspond to ISIC division 24.
Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Food, beverages, and tobacco correspond to ISIC divisions 15 and 16.
Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Machinery and transport equipment correspond to ISIC divisions 29, 30, 32, 34, and 35.
Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Other manufacturing, a residual, covers wood and related products (ISIC division 20), paper and related products (ISIC divisions 21 and 22), petroleum and related products (ISIC division 23), basic metals and mineral products (ISIC division27), fabricated metal products and professional goods (ISIC division 28), and other industries (ISIC divisions 25, 26, 31, 33, 36, and 37). Includes unallocated data. When data for textiles, machinery, or chemicals are shown as not available, they are included in other manufacturing.
The proportion of medium and high-tech industry value added in total value added of manufacturing
Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Textiles and clothing correspond to ISIC divisions 17-19.
Value added in public administration and defense is defined as the value of output of the public administration and defense industries less the value of intermediate consumption (intermediate inputs). Public administration and defense is a subset of services (ISIC 75). Data are in current U.S. dollars.
Value added in public administration and defense is defined as the value of output of the public administration and defense industries less the value of intermediate consumption (intermediate inputs). Public administration and defense is a subset of services (ISIC 75). Data are in current local currency.
Value added in public administration and defense is defined as the value of output of the public administration and defense industries less the value of intermediate consumption (intermediate inputs). Public administration and defense is a subset of services (ISIC 75). Data are in constant local currency.
Value added in banking is defined as the value of output of the banking industry less the value of intermediate consumption (intermediate inputs). Banking is a subset of services, comprising financial intermediation (ISIC 65-67). Data are in current U.S. dollars.
Value added in banking is defined as the value of output of the banking industry less the value of intermediate consumption (intermediate inputs). Banking is a subset of services, comprising financial intermediation (ISIC 65-67). Data are in current local currency.
Value added in banking is defined as the value of output of the banking industry less the value of intermediate consumption (intermediate inputs). Banking is a subset of services, comprising financial intermediation (ISIC 65-67). Data are in constant local currency.
This is the discrepancy included in the value added of services, etc. Covered here are any discrepancies noted by national compilers as well as discrepancies arising from linking new and old series in the World Bank data base. Data are in current U.S. dollars.
This is the discrepancy included in the value added of services, etc. Covered here are any discrepancies noted by national compilers as well as discrepancies arising from linking new and old series in the World Bank data base. Data are in current local currency.
This is the discrepancy included in the value added of services, etc. Covered here are any discrepancies noted by national compilers as well as discrepancies arising from linking new and old series in the World Bank data base. Data are in constant local currency.
Value added in dwellings is defined as the imputed value of output of owner occupied dwellings less the value of intermediate consumption (intermediate inputs). Dwellings is a subset of services (part of ISIC 70). Data are in current U.S. dollars.
Value added in dwellings is defined as the imputed value of output of owner occupied dwellings less the value of intermediate consumption (intermediate inputs). Dwellings is a subset of services (part of ISIC 70). Data are in current local currency.
Value added in dwellings is defined as the imputed value of output of owner occupied dwellings less the value of intermediate consumption (intermediate inputs). Dwellings is a subset of services (part of ISIC 70). Data are in constant local currency.
Value added per worker is a measure of labor productivity—value added per unit of input. Value added denotes the net output of a sector after adding up all outputs and subtracting intermediate inputs. Data are in constant 2015 U.S. dollars. Services corresponds to the International Standard Industrial Classification (ISIC) tabulation categories G-P (revision 3) or tabulation categories G-U (revision 4), and includes wholesale and retail trade and restaurants and hotels; transport, storage, and communications; financing, insurance, real estate, and business services; and community, social and personal services.
Value added in other services is defined as the value of output of the 'other services' industry less the value of intermediate consumption (intermediate inputs). Other services is a subset of services, comprising real estate, renting and business activities (excluding services of owner occupied dwellings), education, health and social work, other community, social and personal service activities, private households with employed persons, and extra territorial organizations (ISIC 70-74, 80-99). Data are in current U.S. dollars.
Value added in other services is defined as the value of output of the 'other services' industry less the value of intermediate consumption (intermediate inputs). Other services is a subset of services, comprising real estate, renting and business activities (excluding services of owner occupied dwellings), education, health and social work, other community, social and personal service activities, private households with employed persons, and extra territorial organizations (ISIC 70-74, 80-99). Data are in current local currency.
Value added in other services is defined as the value of output of the 'other services' industry less the value of intermediate consumption (intermediate inputs). Other services is a subset of services, comprising real estate, renting and business activities (excluding services of owner occupied dwellings), education, health and social work, other community, social and personal service activities, private households with employed persons, and extra territorial organizations (ISIC 70-74, 80-99). Data are in constant local currency.
Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current U.S. dollars.
Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current local currency.
Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant 2010 U.S. dollars.
Annual growth rate for value added in services based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3.
Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant local currency.
This is the annual rate of growth of value added in services. Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 2.
Services correspond to ISIC divisions 50-99 and they include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Note: For VAB countries, gross value added at factor cost is used as the denominator.
Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges and import duties. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current U.S. dollars.
Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges and import duties. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current local currency.
Services correspond to ISIC divisions 45-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4. Data are in constant 2015 prices, expressed in U.S. dollars.
Annual growth rate for value added in services based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. Services correspond to ISIC divisions 45-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 4.
Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges and import duties. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant local currency.
Services correspond to ISIC divisions 50-99 and they include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3 or 4.
Value added in trade is defined as the value of output of the trade industry less the value of intermediate consumption (intermediate inputs). Trade is a subset of services, comprising wholesale and retail trade, and hotel and restaurants (ISIC 50-55). Data are in current U.S. dollars.
Value added in trade is defined as the value of output of the trade industry less the value of intermediate consumption (intermediate inputs). Trade is a subset of services, comprising wholesale and retail trade, and hotel and restaurants (ISIC 50-55). Data are in current local currency.
Value added in trade is defined as the value of output of the trade industry less the value of intermediate consumption (intermediate inputs). Trade is a subset of services, comprising wholesale and retail trade, and hotel and restaurants (ISIC 50-55). Data are in constant local currency.
Value added in transport is defined as the value of output of the transport industry less the value of intermediate consumption (intermediate inputs). Transport is a subset of services, comprising transport, storage and communications (ISIC 60-64). Data are in current U.S. dollars.
Value added in transport is defined as the value of output of the transport industry less the value of intermediate consumption (intermediate inputs). Transport is a subset of services, comprising transport, storage and communications (ISIC 60-64). Data are in current local currency.
Value added in transport is defined as the value of output of the transport industry less the value of intermediate consumption (intermediate inputs). Transport is a subset of services, comprising transport, storage and communications (ISIC 60-64). Data are in constant local currency.
Human capital is computed as the present value of future earnings for the working population over their lifetimes.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Human capital is computed as the present value of future earnings for the working population over their lifetimes.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Human capital is computed as the present value of future earnings for the working population over their lifetimes.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Human capital is computed as the present value of future earnings for the working population over their lifetimes.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Human capital is computed as the present value of future earnings for the working population over their lifetimes.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Human capital is computed as the present value of future earnings for the working population over their lifetimes.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Natural capital includes the valuation of renewable and nonrenewable natural capital. Renewable natural capital includes agricultural land (cropland and pastureland), forests (timber, and three ecosystem services: water, recretion and non-wood forest products), protected areas, mangroves and fisheries. Nonrenewable natural capital includes fossil fuel energy (oil, gas, hard and soft coal) and minerals (bauxite, copper, gold, iron ore, lead, nickel, phosphate, silver, tin, and zinc),Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Net foreign assets is foreign assets minus foreign liabilities.   Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Net foreign assets is foreign assets minus foreign liabilities.   Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Produced capital includes the value of machinery, buildings, equipment, and residential and nonresidential urban land.    Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Produced capital includes the value of machinery, buildings, equipment, and residential and nonresidential urban land.    Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Total wealth is calculated as the sum of produced capital, natural capital, human capital, and net foreign assets.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Total wealth is calculated as the sum of produced capital, natural capital, human capital, and net foreign assets.  Values are measured at market exchange rates in constant 2018 US dollars, using a country-specific GDP deflator.
Education expenditure refers to the current operating expenditures in education, including wages and salaries and excluding capital investments in buildings and equipment.
Education expenditure refers to the current operating expenditures in education, including wages and salaries and excluding capital investments in buildings and equipment.
Cost of damage due to carbon dioxide emissions from fossil fuel use and the manufacture of cement, estimated to be US$40 per ton of CO2 (the unit damage in 2017 US dollars for CO2 emitted in 2020) times the number of tons of CO2 emitted.
Cost of damage due to carbon dioxide emissions from fossil fuel use and the manufacture of cement, estimated to be US$40 per ton of CO2 (the unit damage in 2017 US dollars for CO2 emitted in 2020) times the number of tons of CO2 emitted.
Net forest depletion is calculated as the product of unit resource rents and the excess of roundwood harvest over natural growth.
Net forest depletion is calculated as the product of unit resource rents and the excess of roundwood harvest over natural growth.
Consumption of fixed capital represents the replacement value of capital used up in the process of production.
Consumption of fixed capital represents the replacement value of capital used up in the process of production.
Mineral depletion is the ratio of the value of the stock of mineral resources to the remaining reserve lifetime (capped at 25 years). It covers tin, gold, lead, zinc, iron, copper, nickel, silver, bauxite, and phosphate.
Mineral depletion is the ratio of the value of the stock of mineral resources to the remaining reserve lifetime (capped at 25 years). It covers tin, gold, lead, zinc, iron, copper, nickel, silver, bauxite, and phosphate.
Energy depletion is the ratio of the value of the stock of energy resources to the remaining reserve lifetime (capped at 25 years). It covers coal, crude oil, and natural gas.
Energy depletion is the ratio of the value of the stock of energy resources to the remaining reserve lifetime (capped at 25 years). It covers coal, crude oil, and natural gas.
Particulate emissions damage is the damage due to exposure of a country's population to ambient concentrations of particulates measuring less than 2.5 microns in diameter (PM2.5), ambient ozone pollution, and indoor concentrations of PM2.5 in households cooking with solid fuels. Damages are calculated as foregone labor income due to premature death. Estimates of health impacts from the Global Burden of Disease Study 2013 are for 1990, 1995, 2000, 2005, 2010, and 2013. Data for other years have been extrapolated from trends in mortality rates.
Particulate emissions damage is the damage due to exposure of a country's population to ambient concentrations of particulates measuring less than 2.5 microns in diameter (PM2.5), ambient ozone pollution, and indoor concentrations of PM2.5 in households cooking with solid fuels. Damages are calculated as foregone labor income due to premature death. Estimates of health impacts from the Global Burden of Disease Study 2013 are for 1990, 1995, 2000, 2005, 2010, and 2013. Data for other years have been extrapolated from trends in mortality rates.
Natural resource depletion is the sum of net forest depletion, energy depletion, and mineral depletion. Net forest depletion is unit resource rents times the excess of roundwood harvest over natural growth. Energy depletion is the ratio of the value of the stock of energy resources to the remaining reserve lifetime (capped at 25 years). It covers coal, crude oil, and natural gas. Mineral depletion is the ratio of the value of the stock of mineral resources to the remaining reserve lifetime (capped at 25 years). It covers tin, gold, lead, zinc, iron, copper, nickel, silver, bauxite, and phosphate.
Gross savings are the difference between gross national income and public and private consumption, plus net current transfers.
Gross savings are the difference between gross national income and public and private consumption, plus net current transfers.
Net national savings are equal to gross national savings less the value of consumption of fixed capital.
Net national savings are equal to gross national savings less the value of consumption of fixed capital.
Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.
Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.
Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.
Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.
Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.
Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.
Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide and particulate emissions damage.
Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide and particulate emissions damage.
Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide and particulate emissions damage.
Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide. This series excludes particulate emissions damage.
Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide. This series excludes particulate emissions damage.
Agriculture support is the annual monetary value of all gross transfers from taxpayers and consumers, both domestic and foreign (in the form of subsidies arising from policy measures that support agriculture), net of the associated budgetary receipts, regardless of their objectives and impacts on farm production and income, or consumption of farm products.
Exports as a capacity to import equals the current price value of exports of goods and services deflated by the import price index. Data are in constant local currency.
Coal rents are the difference between the value of both hard and soft coal production at world prices and their total costs of production.
Inflation as measured by the annual growth rate of the GDP implicit deflator shows the rate of price change in the economy as a whole. The GDP implicit deflator is the ratio of GDP in current local currency to GDP in constant local currency.
Inflation as measured by the annual growth rate of the GDP implicit deflator shows the rate of price change in the economy as a whole. This series has been linked to produce a consistent time series to counteract breaks in series over time due to changes in base years, source data and methodologies. Thus, it may not be comparable with other national accounts series in the database for historical years.
The GDP implicit deflator is the ratio of GDP in current local currency to GDP in constant local currency. The base year varies by country.
The GDP implicit deflator is calculated as the ratio of GDP in current local currency to GDP in constant local currency. This series has been linked to produce a consistent time series to counteract breaks in series over time due to changes in base years, source data and methodologies. Thus, it may not be comparable with other national accounts series in the database for historical years. The base year varies by country.
This is the discrepancy included in the ‘total consumption etc.' This discrepancy is included to ensures that GDP from the expenditure side equals GDP measured by the income or output approach. Data are in current U.S. dollars.
Discrepancy in expenditure estimate of GDP is the discrepancy included in final consumption expenditure, etc. (total consumption, etc.). This discrepancy is included to ensure that GDP from the expenditure side equals GDP measured by the income or output approach. Data are in current local currency.
A statistical discrepancy usually arises when the GDP components are estimated independently by industrial origin and by expenditure categories. This item represents the discrepancy in the use of resources (i.e., the estimate of GDP by expenditure categories). Data are in constant local currency.
Gross value added at basic prices (formerly GDP at factor cost) is derived as the sum of the value added in the agriculture, industry and services sectors. If the value added of these sectors is calculated at purchaser values, gross value added at basic prices is derived by subtracting net product taxes from GDP. Data are in current U.S. dollars.
Gross value added at basic prices (formerly GDP at factor cost) is derived as the sum of the value added in the agriculture, industry and services sectors. If the value added of these sectors is calculated at purchaser values, gross value added at basic prices is derived by subtracting net product taxes from GDP. Data are in current local currency.
Gross value added at basic prices (formerly GDP at factor cost) is derived as the sum of the value added in the agriculture, industry and services sectors. If the value added of these sectors is calculated at purchaser values, gross value added at basic prices is derived by subtracting net product taxes from GDP. Data are in constant 2015 prices, expressed in U.S. dollars.
Gross value added at basic prices (formerly GDP at factor cost) is derived as the sum of the value added in the agriculture, industry and services sectors. If the value added of these sectors is calculated at purchaser values, gross value added at basic prices is derived by subtracting net product taxes from GDP. Data are in constant local currency.
Forest rents are roundwood harvest times the product of regional prices and a regional rental rate.
Mineral rents are the difference between the value of production for a stock of minerals at world prices and their total costs of production. Minerals included in the calculation are tin, gold, lead, zinc, iron, copper, nickel, silver, bauxite, and phosphate.
GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current U.S. dollars. Dollar figures for GDP are converted from domestic currencies using single year official exchange rates. For a few countries where the official exchange rate does not reflect the rate effectively applied to actual foreign exchange transactions, an alternative conversion factor is used.
The GDP deflator series based upon the U.S. dollar series is defined as the ratio of the GDP at market prices in current U.S. dollars) to the GDP at market prices in constant (2000) U.S. dollars.
GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current local currency.
GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. This series has been linked to produce a consistent time series to counteract breaks in series over time due to changes in base years, source data and methodologies. Thus, it may not be comparable with other national accounts series in the database for historical years. Data are in current local currency.
The GDP implicit deflator is the ratio of GDP in current local currency to GDP in constant local currency.
GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2015 prices, expressed in U.S. dollars. Dollar figures for GDP are converted from domestic currencies using 2015 official exchange rates. For a few countries where the official exchange rate does not reflect the rate effectively applied to actual foreign exchange transactions, an alternative conversion factor is used.
Annual percentage growth rate of GDP at market prices based on constant local currency. Aggregates are based on constant 2015 prices, expressed in U.S. dollars. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources.
GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant local currency.
This indicator provides values for gross domestic product (GDP) expressed in current international dollars, converted by purchasing power parity (PPP) conversion factor. 
GDP is the sum of gross value added by all resident producers in the country plus any product taxes and minus any subsidies not included in the value of the products. PPP conversion factor is a spatial price deflator and currency converter that eliminates the effects of the differences in price levels between countries. 
From April 2020, “GDP: linked series (current LCU)” [NY.GDP.MKTP.CN.AD] is used as underlying GDP in local currency unit so that it’s in line with time series of PPP conversion factors for GDP, which are extrapolated with linked GDP deflators.
PPP GDP is gross domestic product converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as the U.S. dollar has in the United States. GDP is the sum of gross value added by all resident producers in the country plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2021 international dollars.
The GDP implicit deflator is the ratio of GDP in current local currency to GDP in constant local currency. The base year varies by country.
Natural gas rents are the difference between the value of natural gas production at regional prices and total costs of production.
GDP per capita is gross domestic product divided by midyear population. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current U.S. dollars.
GDP per capita is gross domestic product divided by midyear population. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current local currency.
GDP per capita is gross domestic product divided by midyear population. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2015 U.S. dollars.
Annual percentage growth rate of GDP per capita based on constant local currency. GDP per capita is gross domestic product divided by midyear population. GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources.
GDP per capita is gross domestic product divided by midyear population. GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant local currency.
This indicator provides per capita values for gross domestic product (GDP) expressed in current international dollars converted by purchasing power parity (PPP) conversion factor. 

GDP is the sum of gross value added by all resident producers in the country plus any product taxes and minus any subsidies not included in the value of the products. conversion factor is a spatial price deflator and currency converter that controls for price level differences between countries. Total population is a mid-year population based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.
GDP per capita based on purchasing power parity (PPP). PPP GDP is gross domestic product converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as the U.S. dollar has in the United States. GDP at purchaser's prices is the sum of gross value added by all resident producers in the country plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2021 international dollars.
Annual percentage growth rate of GDP per capita based on purchasing power parity (PPP). GDP per capita based on purchasing power parity (PPP). PPP GDP is gross domestic product converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as the U.S. dollar has in the United States. GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2000 international dollars.
Oil rents are the difference between the value of crude oil production at regional prices and total costs of production.
Total natural resources rents are the sum of oil rents, natural gas rents, coal rents (hard and soft), mineral rents, and forest rents.
Private sector’s gross domestic saving is derived as value added in private sector at factor cost less private consumption, etc. Data are in current U.S. dollars.
Private sector’s gross domestic saving is derived as value added in private sector at factor cost less private consumption, etc. Data are in current local currency.
Private sector’s gross domestic saving is derived as value added in private sector at factor cost less private consumption, etc. Data are in constant local currency.
Public sector’s gross domestic saving is derived as value added in public sector at factor cost plus all indirect taxes, net less general government consumption expenditure. Data are in current U.S. dollars.
Public sector’s gross domestic saving is derived as value added in public sector at factor cost plus all indirect taxes, net less general government consumption expenditure. Data are in current local currency.
Public sector’s gross domestic saving is derived as value added in public sector at factor cost plus all indirect taxes, net less general government consumption expenditure. Data are in constant local currency.
Gross domestic savings are calculated as GDP less final consumption expenditure (total consumption). Data are in current U.S. dollars.
Gross domestic savings are calculated as GDP less final consumption expenditure (total consumption). Data are in current local currency.
Gross domestic savings are calculated as the difference between GDP and total consumption. Data are in constant 2000 U.S. dollars.
Gross domestic savings are calculated as GDP less final consumption expenditure (total consumption). Data are in constant local currency.
Gross domestic savings are calculated as GDP less final consumption expenditure (total consumption).
Gross domestic income is derived as the sum of GDP and the terms of trade adjustment. Data are in constant 2010 U.S. dollars.
Gross domestic income is derived as the sum of GDP and the terms of trade adjustment. Data are in constant local currency.
GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current U.S. dollars. GNI, calculated in national currency, is usually converted to U.S. dollars at official exchange rates for comparisons across economies, although an alternative rate is used when the official exchange rate is judged to diverge by an exceptionally large margin from the rate actually applied in international transactions. To smooth fluctuations in prices and exchange rates, a special Atlas method of conversion is used by the World Bank. This applies a conversion factor that averages the exchange rate for a given year and the two preceding years, adjusted for differences in rates of inflation between the country, and through 2000, the G-5 countries (France, Germany, Japan, the United Kingdom, and the United States). From 2001, these countries include the Euro area, Japan, the United Kingdom, and the United States.
GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current U.S. dollars.
GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current local currency.
GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad.  This series has been linked to produce a consistent time series to counteract breaks in series over time due to changes in base years, source data and methodologies. Thus, it may not be comparable with other national accounts series in the database for historical years.  Data are in local currency, at current prices.
GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2015 prices, expressed in U.S. dollars.
GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad.
GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant local currency.
GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current U.S. dollars.
This indicator provides values for gross national income (GNI. Formerly GNP) expressed in current international dollars converted by purchasing power parity (PPP) conversion factor. 
Gross national income is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. PPP conversion factor is a spatial price deflator and currency converter that eliminates the effects of the differences in price levels between countries.

From July 2020, “GNI: linked series (current LCU)” [NY.GNP.MKTP.CN.AD] is used as underlying GNI in local currency unit so that it’s in line with time series of PPP conversion factors, which are extrapolated with linked deflators.
PPP GNI (formerly PPP GNP) is gross national income (GNI) converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GNI as a U.S. dollar has in the United States. Gross national income is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2021 international dollars.
GNI per capita (formerly GNP per capita) is the gross national income, converted to U.S. dollars using the World Bank Atlas method, divided by the midyear population. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. GNI, calculated in national currency, is usually converted to U.S. dollars at official exchange rates for comparisons across economies, although an alternative rate is used when the official exchange rate is judged to diverge by an exceptionally large margin from the rate actually applied in international transactions. To smooth fluctuations in prices and exchange rates, a special Atlas method of conversion is used by the World Bank. This applies a conversion factor that averages the exchange rate for a given year and the two preceding years, adjusted for differences in rates of inflation between the country, and through 2000, the G-5 countries (France, Germany, Japan, the United Kingdom, and the United States). From 2001, these countries include the Euro area, Japan, the United Kingdom, and the United States.
GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current local currency.
GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2015 U.S. dollars.
Annual percentage growth rate of GNI per capita based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad.
GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant local currency.
This indicator provides per capita values for gross national income (GNI. Formerly GNP) expressed in current international dollars converted by purchasing power parity (PPP) conversion factor. 
GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. PPP conversion factor is a spatial price deflator and currency converter that eliminates the effects of the differences in price levels between countries.
GNI per capita based on purchasing power parity (PPP). PPP GNI is gross national income (GNI) converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GNI as a U.S. dollar has in the United States. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2021 international dollars.
Gross savings are calculated as gross national income less total consumption, plus net transfers. Data are in current U.S. dollars.
Gross savings are calculated as gross national income less total consumption, plus net transfers. Data are in current local currency.
Gross savings are calculated as gross national income less total consumption, plus net transfers.
Gross national savings including net current transfers is equal to gross domestic savings plus net income and net current transfers from abroad. Data are in constant 2000 U.S. dollars.
Gross national savings, including net current transfers is equal to gross domestic savings plus net income and net current transfers from abroad. Data are in constant local currency.
Gross savings are calculated as gross national income less total consumption, plus net transfers.
Gross saving real in private sector is derived as gross disposable income REAL in private sector less private consumption expenditure. Data are in current U.S. dollars.
Gross saving real in private sector is derived as gross disposable income REAL in private sector less private consumption expenditure. Data are in current local currency.
Gross saving real in private sector is derived as gross disposable income REAL in private sector less private consumption expenditure. Data are in constant local currency.
Gross saving in public sector is derived as gross disposable income in public sector less government final consumption expenditure. Data are in current U.S. dollars.
Gross saving in public sector is derived as gross disposable income in public sector less government final consumption expenditure. Data are in current local currency.
Gross saving in public sector is derived as gross disposable income in public sector less government final consumption expenditure. Data are in constant local currency.
Gross national income is derived as the sum of GNP and the terms of trade adjustment. Data are in current local currency.
Gross national income is derived as the sum of GNP and the terms of trade adjustment. Data are in constant 2000 U.S. dollars.
Gross national income is derived as the sum of GNP and the terms of trade adjustment. Data are in constant local currency.
Net primary income includes the net labor income and net property and entrepreneurial income components of the SNA. Labor income covers compensation of employees paid to nonresident workers. Property and entrepreneurial income covers investment income from the ownership of foreign financial claims (interest, dividends, rent, etc.) and nonfinancial property income (patents, copyrights, etc.). Data are in current U.S. dollars.
Net primary income includes the net labor income and net property and entrepreneurial income components of the SNA. Labor income covers compensation of employees paid to nonresident workers. Property and entrepreneurial income covers investment income from the ownership of foreign financial claims (interest, dividends, rent, etc.) and nonfinancial property income (patents, copyrights, etc.). Data are in current local currency.
Net primary income includes the net labor income and net property and entrepreneurial income components of the SNA. Labor income covers compensation of employees paid to nonresident workers. Property and entrepreneurial income covers investment income from the ownership of foreign financial claims (interest, dividends, rent, etc.) and nonfinancial property income (patents, copyrights, etc.). Data are in constant local currency.
Taxes are compulsory, unrequited payments made by institutional units to government units. Indirect taxes consists of ‘taxes on products’ payable on goods and services when they are produced, delivered, sold, transferred or otherwise disposed by their producers, plus ‘other taxes on production’. Data are in current U.S. dollars.
Taxes are compulsory, unrequited payments made by institutional units to government units. Indirect taxes consists of ‘taxes on products’ payable on goods and services when they are produced, delivered, sold, transferred or otherwise disposed by their producers, plus ‘other taxes on production’. Data are in current local currency.
Taxes less subsidies on products (net indirect taxes) are the sum of product taxes less subsidies. Product taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises. The grants may take the form of payments to ensure a guaranteed price or to enable maintenance of prices of goods and services below costs of production, and other forms of assistance to producers. Data are in current U.S. dollars.
Taxes less subsidies on products (net indirect taxes) are the sum of product taxes less subsidies. Product taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises. The grants may take the form of payments to ensure a guaranteed price or to enable maintenance of prices of goods and services below costs of production, and other forms of assistance to producers. Data are in current local currency.
Taxes less subsidies on products (net indirect taxes) are the sum of product taxes less subsidies. Product taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises. The grants may take the form of payments to ensure a guaranteed price or to enable maintenance of prices of goods and services below costs of production, and other forms of assistance to producers. Data are in constant local currency.
Subsidies are current unrequited payments that government units make to enterprises, resident producers and importers. Subsidies may be designed to influence enterprises level or type of production, or the prices at which the products are sold. (Capital grants are in the national accounts classified as capital transfers.) Subsidies consists of ‘subsidies on products’, subsidies payable per unit of a good or a service, and ‘other subsidies on production’, which cover all other subsidies enterprises receives as a consequence of engaging in production. Data are in current U.S. dollars.
Subsidies are current unrequited payments that government units make to enterprises, resident producers and importers. Subsidies may be designed to influence enterprises level or type of production, or the prices at which the products are sold. (Capital grants are in the national accounts classified as capital transfers.) Subsidies consists of ‘subsidies on products’, subsidies payable per unit of a good or a service, and ‘other subsidies on production’, which cover all other subsidies enterprises receives as a consequence of engaging in production. Data are in current local currency.
Net secondary income (from abroad) comprises transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Net secondary income is equal to the unrequited transfers of income from nonresidents to residents minus the unrequited transfers from residents to nonresidents. Data are in current U.S. dollars.
Net secondary income (from abroad) comprises transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Net secondary income is equal to the unrequited transfers of income from nonresidents to residents minus the unrequited transfers from residents to nonresidents. Data are in current local currency.
Net secondary income comprises transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Net current transfers from abroad is equal to the unrequited transfers of income from nonresidents to residents minus the unrequited transfers from residents to nonresidents. Data are in constant local currency.
The terms of trade effect equals capacity to import less exports of goods and services in constant prices. Data are in constant local currency.
GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources.
Starting salaries refer to the average scheduled gross salary per year for a full-time teacher with the minimum training necessary to be fully qualified at the beginning of the teaching career. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Salaries after 10 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 10 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Salaries after 15 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 15 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Top of scale salaries reported refer to the scheduled maximum annual salary of a full-time classroom teacher with the minimum training to be fully qualified for the job. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Starting salaries refer to the average scheduled gross salary per year for a full-time teacher with the minimum training necessary to be fully qualified at the beginning of the teaching career. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Salaries after 10 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 10 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Salaries after 15 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 15 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Top of scale salaries reported refer to the scheduled maximum annual salary of a full-time classroom teacher with the minimum training to be fully qualified for the job. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Starting salaries refer to the average scheduled gross salary per year for a full-time teacher with the minimum training necessary to be fully qualified at the beginning of the teaching career. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Salaries after 10 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 10 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Salaries after 15 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 15 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Top of scale salaries reported refer to the scheduled maximum annual salary of a full-time classroom teacher with the minimum training to be fully qualified for the job. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Starting salaries refer to the average scheduled gross salary per year for a full-time upper secondary teacher (general programs only) with the minimum training necessary to be fully qualified at the beginning of the teaching career. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Salaries after 10 years of experience refer to the scheduled annual salary of a full-time upper secondary classroom teacher (general programs only) with the minimum training necessary to be fully qualified plus 10 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Salaries after 15 years of experience refer to the scheduled annual salary of a full-time upper secondary classroom teacher (general programs only) with the minimum training necessary to be fully qualified plus 15 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
Top of scale salaries reported refer to the scheduled maximum annual salary of a full-time upper secondary classroom teacher (general programs only) with the minimum training to be fully qualified for the job. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm
The other taxes measures all other taxes and fees that are borne by the business in the second year of operation, expressed as a share of commercial pro?t. This includes property taxes, turnover taxes and other taxes (such as municipal fees and vehicle taxes).
The percentage of respondents who report owning a mobile phone.
The DEC alternative conversion factor is the underlying annual exchange rate used for the World Bank Atlas method. As a rule, it is the official exchange rate reported in the IMF's International Financial Statistics (line rf). Exceptions arise where further refinements are made by World Bank staff. It is expressed in local currency units per U.S. dollar.
Official exchange rate refers to the exchange rate determined by national authorities or to the rate determined in the legally sanctioned exchange market. It is calculated as an annual average based on monthly averages (local currency units relative to the U.S. dollar).
Purchasing power parity (PPP) conversion factor is a spatial price deflator and currency converter that controls for price level differences between countries, thereby allowing volume comparisons of gross domestic product (GDP) and its expenditure components. This conversion factor is for GDP.
Purchasing power parity conversion factor is the number of units of a country's currency required to buy the same amounts of goods and services in the domestic market as U.S. dollar would buy in the United States. This conversion factor is for GDP. Historical estimates are provided for the 2005 benchmark year only. A separate series is available for extrapolated estimates based on the latest ICP round.
Price level ratio is the ratio of a purchasing power parity (PPP) conversion factor to an exchange rate. It provides a measure of the differences in price levels between countries by indicating the number of units of the common currency needed to buy the same volume of the aggregation level in each country. At the level of GDP, they provide a measure of the differences in the general price levels of countries.
Purchasing power parity (PPP) conversion factor is a spatial price deflator and currency converter that controls for price level differences between countries, thereby allowing volume comparisons of gross domestic product (GDP) and its expenditure components. This conversion factor is for household final consumption expenditure.
Purchasing power parity conversion factor is the number of units of a country's currency required to buy the same amounts of goods and services in the domestic market as U.S. dollar would buy in the United States. This conversion factor is for private consumption (i.e., household final consumption expenditure). Historical estimates are provided for the 2005 benchmark year only. A separate series is available for extrapolated estimates based on the latest ICP round.
The time to comply with a corporate income tax correction measures the time spent preparing and submitting the correction, and the time spent preparing information for the tax officers, if, in 25% or more of cases, a company that voluntarily reports an error in its CIT return and an underpayment of the tax due would be selected for additional review. The component indicator is computed based on the methodology in the DB17-20 studies.
The score for time to comply with a corporate income tax correction benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB17-20 studies.
Time to complete a corporate income tax correction (weeks) (DB17-20 methodology) measures the time to complete a review by the tax authority including a formal tax audit if in 25% or more of cases, a company that voluntarily reports an error in its corporate income tax return and an underpayment of the tax due would be selected for additional review. The component indicator is computed based on the methodology in the DB17-20 studies.
The score for time to complete with a corporate income tax correction benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB17-20 studies.
The score for paying taxes is the simple average of the scores for each of the component indicators, the payments, time and total tax and contribution rate for a company to comply with tax laws in an economy. The score is computed based on the methodology in the DB06-16 studies.
The score for paying taxes is the simple average of the scores for each of the component indicators, the payments, time and total tax and contribution rate for a company to comply with tax laws in an economy, as well as the postfiling procedures to request and process a VAT refund claim and to comply with and complete a corporate income tax correction. The score is computed based on the methodology in the DB17-20 studies.
The labor tax and contributions measures all government mandated labor contributions that are borne by the business in the second year of operation, expressed as a share of commercial pro?t.
The score for postfiling index benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB17-20 studies.
The profit tax measures the amount of income taxes borne by the business in the second year of operation, expressed as a share of commercial pro?t.
The tax payments capture the total number of taxes and contributions paid, the method of payment, the frequency of payment, and the frequency of ?ling. It includes taxes withheld by the company, such as sales tax, VAT and employee-borne labor taxes.
The score for tax payments benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
The ranking of economies on the ease of paying taxes is determined by sorting their scores for paying taxes.
The time to comply with tax laws measures the time taken to prepare, ?le and pay three major types of taxes and contributions: the corporate income tax, value added or sales tax and labor taxes, including payroll taxes and social contributions.
The score for time to comply with tax laws benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
The total tax and contribution rate measures the amount of taxes and mandatory contributions borne by the business in the second year of operation, expressed as a share of commercial pro?t. The total amount of taxes and contributions borne is the sum of all the different taxes and contributions payable after accounting for allowable deductions and exemptions. The taxes withheld (such as personal income tax) or collected by the company and remitted to the tax authorities (such as VAT, sales tax or goods and service tax) but not borne by the company are excluded.
The score for total tax and contribution rate benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
The time to obtain VAT refund measures the time from purchase of the machine to the date of submission of the refund claim (this is equal to half the filing period), the length of any mandatory period that the excess output VAT must be carried forward before a claim can be made, and the time from the submission of the VAT refund claim to the date the refund is received. If a company that requests a VAT cash refund arising from a capital purchase would be selected for additional review in 50% or more of cases, the duration of the review is included in the time to obtain a VAT refund. The component indicator is computed based on the methodology in the DB17-20 studies.
The score for time to obtain VAT refund benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB17-20 studies.
The time to comply with VAT refund measures the time spent preparing and submitting the refund claim and the time spent preparing information for the tax officers, if, in 50% or more of cases, a company that requests a VAT cash refund arising from a capital purchase would be selected for an additional review. The component indicator is computed based on the methodology in the DB17-20 studies.
The score for time to comply with VAT refund benchmarks economies with respect to the regulatory best practice on the indicator. The score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance, and is computed based on the methodology in the DB17-20 studies.
Official exchange rate refers to the exchange rate determined by national authorities or to the rate determined in the legally sanctioned exchange market. This series shows the end period value of local currency units relative to the U.S. dollar.
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Adequacy of social protection and labor programs (SPL) is measured by the total transfer amount received by the population participating in social insurance, social safety net, and unemployment benefits and active labor market programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Estimates include both direct and indirect beneficiaries.
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Benefit incidence of social protection and labor programs (SPL) to poorest quintile shows the percentage of total social protection and labor programs benefits received by the poorest 20% of the population. Social protection and labor programs include social insurance, social safety nets, and unemployment benefits and active labor market programs. Estimates include both direct and indirect beneficiaries.
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in SPL programs (%)
Poverty gap reduction obtained for each $1 spent in SPL programs (%)
Poverty gap reduction obtained for each $1 spent in SPL programs (%)
Poverty gap reduction obtained for each $1 spent in SPL programs (%)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Coverage of social protection and labor programs (SPL) shows the percentage of population participating in social insurance, social safety net, and unemployment benefits and active labor market programs. Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index
Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index
Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index
Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount
Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap
Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap
Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap
Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Active Labor Market programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Active Labor Market programs (%)
Poverty gap reduction obtained for each $1 spent in Active Labor Market programs (%)
Poverty gap reduction obtained for each $1 spent in Active Labor Market programs (%)
Poverty gap reduction obtained for each $1 spent in Active Labor Market programs (%)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Active Labor Market programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Active Labor Market programs as % of pre-transfer Gini index
Gini inequality index reduction due to Active Labor Market programs as % of pre-transfer Gini index
Gini inequality index reduction due to Active Labor Market programs as % of pre-transfer Gini index
Poverty headcount reduction due to Active Labor Market programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Active Labor Market programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Active Labor Market programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Active Labor Market programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Active Labor Market programs as % of pre-transfer poverty gap
Poverty gap reduction due to Active Labor Market programs as % of pre-transfer poverty gap
Poverty gap reduction due to Active Labor Market programs as % of pre-transfer poverty gap
Poverty gap reduction due to Active Labor Market programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Adequacy of unemployment benefits and active labor market programs (ALMP) is measured by the total transfer amount received by the population participating in unemployment benefits and active labor market programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Unemployment benefits and active labor market programs include unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Labor Market programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Benefit incidence of unemployment benefits and active labor market programs (ALMP) to poorest quintile shows the percentage of total unemployment and active labor market programs benefits received by the poorest 20% of the population. Unemployment benefits and active labor market programs include unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Labor Market programs (%)
Poverty gap reduction obtained for each $1 spent in Labor Market programs (%)
Poverty gap reduction obtained for each $1 spent in Labor Market programs (%)
Poverty gap reduction obtained for each $1 spent in Labor Market programs (%)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Coverage of unemployment benefits and active labor market programs (ALMP) shows the percentage of population participating in unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Coverage of unemployment benefits and active labor market programs (ALMP) shows the percentage of population participating in unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Coverage of unemployment benefits and active labor market programs (ALMP) shows the percentage of population participating in unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Coverage of unemployment benefits and active labor market programs (ALMP) shows the percentage of population participating in unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Coverage of unemployment benefits and active labor market programs (ALMP) shows the percentage of population participating in unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Coverage of unemployment benefits and active labor market programs (ALMP) shows the percentage of population participating in unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Labor Market programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Labor Market programs as % of pre-transfer Gini index
Gini inequality index reduction due to Labor Market programs as % of pre-transfer Gini index
Gini inequality index reduction due to Labor Market programs as % of pre-transfer Gini index
Poverty headcount reduction due to Labor Market programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Labor Market programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Labor Market programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Labor Market programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Labor Market programs as % of pre-transfer poverty gap
Poverty gap reduction due to Labor Market programs as % of pre-transfer poverty gap
Poverty gap reduction due to Labor Market programs as % of pre-transfer poverty gap
Poverty gap reduction due to Labor Market programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Passive Labor Market programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Passive Labor Market programs (%)
Poverty gap reduction obtained for each $1 spent in Passive Labor Market programs (%)
Poverty gap reduction obtained for each $1 spent in Passive Labor Market programs (%)
Poverty gap reduction obtained for each $1 spent in Passive Labor Market programs (%)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population participating in Passive Labor Market programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Passive Labor Market programs as % of pre-transfer Gini index
Gini inequality index reduction due to Passive Labor Market programs as % of pre-transfer Gini index
Gini inequality index reduction due to Passive Labor Market programs as % of pre-transfer Gini index
Poverty headcount reduction due to Passive Labor Market programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Passive Labor Market programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Passive Labor Market programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Passive Labor Market programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Passive Labor Market programs as % of pre-transfer poverty gap
Poverty gap reduction due to Passive Labor Market programs as % of pre-transfer poverty gap
Poverty gap reduction due to Passive Labor Market programs as % of pre-transfer poverty gap
Poverty gap reduction due to Passive Labor Market programs as % of pre-transfer poverty gap
Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population not receiving Social Protection programs
Percentage of population not receiving Social Protection programs
Percentage of population not receiving Social Protection programs
Percentage of population not receiving Social Protection programs
Percentage of population not receiving Social Protection programs
Percentage of population not receiving Social Protection programs
Percentage of population not receiving Social Protection programs
Percentage of population not receiving Social Protection programs
Percentage of population not receiving Social Protection programs
Percentage of population only receiving receiving only 1 SPL program (includes direct and indirect beneficiaries)
Percentage of population only receiving receiving only 1 SPL program (includes direct and indirect beneficiaries)
Percentage of population only receiving receiving only 1 SPL program (includes direct and indirect beneficiaries)
Percentage of population only receiving receiving only 1 SPL program (includes direct and indirect beneficiaries)
Percentage of population only receiving receiving only 1 SPL program (includes direct and indirect beneficiaries)
Percentage of population receiving 1 SPL program (includes direct and indirect beneficiaries)
Percentage of population receiving 1 SPL program (includes direct and indirect beneficiaries)
Percentage of population receiving 1 SPL program (includes direct and indirect beneficiaries)
Percentage of population receiving 1 SPL program (includes direct and indirect beneficiaries)
Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 2 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 3 SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)
Percentage of population receiving 4 or more SPL programs (includes direct and indirect beneficiaries)
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Private Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in Private Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in Private Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in Private Transfers programs (%)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Private Transfers programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Private Transfers programs as % of pre-transfer Gini index
Gini inequality index reduction due to Private Transfers programs as % of pre-transfer Gini index
Gini inequality index reduction due to Private Transfers programs as % of pre-transfer Gini index
Poverty headcount reduction due to Private Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Private Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Private Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Private Transfers programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Private Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to Private Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to Private Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to Private Transfers programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Domestic Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Domestic Private Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in Domestic Private Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in Domestic Private Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in Domestic Private Transfers programs (%)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Domestic Private Transfers programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Domestic Private Transfers programs as % of pre-transfer Gini index
Gini inequality index reduction due to Domestic Private Transfers programs as % of pre-transfer Gini index
Gini inequality index reduction due to Domestic Private Transfers programs as % of pre-transfer Gini index
Poverty headcount reduction due to Domestic Private Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Domestic Private Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Domestic Private Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Domestic Private Transfers programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Domestic Private Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to Domestic Private Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to Domestic Private Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to Domestic Private Transfers programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  International Private Transfers programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in International Private Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in International Private Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in International Private Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in International Private Transfers programs (%)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in International Private Transfers programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to International Private Transfers programs as % of pre-transfer Gini index
Gini inequality index reduction due to International Private Transfers programs as % of pre-transfer Gini index
Gini inequality index reduction due to International Private Transfers programs as % of pre-transfer Gini index
Poverty headcount reduction due to International Private Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to International Private Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to International Private Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to International Private Transfers programs as % of pre-transfer poverty headcount
Poverty gap reduction due to International Private Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to International Private Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to International Private Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to International Private Transfers programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Adequacy of social safety net programs is measured by the total transfer amount received by the population participating in social safety net programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Social safety net programs include cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Benefit incidence of social safety net programs to poorest quintile shows the percentage of total social safety net benefits received by the poorest 20% of the population. Social safety net programs include cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Social Assistance programs (%)
Poverty gap reduction obtained for each $1 spent in Social Assistance programs (%)
Poverty gap reduction obtained for each $1 spent in Social Assistance programs (%)
Poverty gap reduction obtained for each $1 spent in Social Assistance programs (%)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Coverage of social safety net programs shows the percentage of population participating in cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Coverage of social safety net programs shows the percentage of population participating in cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Coverage of social safety net programs shows the percentage of population participating in cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Coverage of social safety net programs shows the percentage of population participating in cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Coverage of social safety net programs shows the percentage of population participating in cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Coverage of social safety net programs shows the percentage of population participating in cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Social Assistance programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Social Assistance programs as % of pre-transfer Gini index
Gini inequality index reduction due to Social Assistance programs as % of pre-transfer Gini index
Gini inequality index reduction due to Social Assistance programs as % of pre-transfer Gini index
Poverty headcount reduction due to Social Assistance programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Social Assistance programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Social Assistance programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Social Assistance programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Social Assistance programs as % of pre-transfer poverty gap
Poverty gap reduction due to Social Assistance programs as % of pre-transfer poverty gap
Poverty gap reduction due to Social Assistance programs as % of pre-transfer poverty gap
Poverty gap reduction due to Social Assistance programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Conditional Cash Transfer programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Conditional Cash Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in Conditional Cash Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in Conditional Cash Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in Conditional Cash Transfers programs (%)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Percentage of population participating in Conditional Cash Transfer programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Conditional Cash Transfers programs as % of pre-transfer Gini index
Gini inequality index reduction due to Conditional Cash Transfers programs as % of pre-transfer Gini index
Gini inequality index reduction due to Conditional Cash Transfers programs as % of pre-transfer Gini index
Poverty headcount reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to Conditional Cash Transfers programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Cash Transfers programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Cash Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in Cash Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in Cash Transfers programs (%)
Poverty gap reduction obtained for each $1 spent in Cash Transfers programs (%)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Percentage of population participating in Cash Transfers programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Cash Transfers programs as % of pre-transfer Gini index
Gini inequality index reduction due to Cash Transfers programs as % of pre-transfer Gini index
Gini inequality index reduction due to Cash Transfers programs as % of pre-transfer Gini index
Poverty headcount reduction due to Cash Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Cash Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Cash Transfers programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Cash Transfers programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Cash Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to Cash Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to Cash Transfers programs as % of pre-transfer poverty gap
Poverty gap reduction due to Cash Transfers programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Fee waivers and targeted subsidies programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Fee waivers and targeted subsidies programs (%)
Poverty gap reduction obtained for each $1 spent in Fee waivers and targeted subsidies programs (%)
Poverty gap reduction obtained for each $1 spent in Fee waivers and targeted subsidies programs (%)
Poverty gap reduction obtained for each $1 spent in Fee waivers and targeted subsidies programs (%)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Percentage of population participating in Fee waivers and targeted subsidies programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer Gini index
Gini inequality index reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer Gini index
Gini inequality index reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer Gini index
Poverty headcount reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty gap
Poverty gap reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty gap
Poverty gap reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty gap
Poverty gap reduction due to Fee waivers and targeted subsidies programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  In-Kind programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in In-Kind programs (%)
Poverty gap reduction obtained for each $1 spent in In-Kind programs (%)
Poverty gap reduction obtained for each $1 spent in In-Kind programs (%)
Poverty gap reduction obtained for each $1 spent in In-Kind programs (%)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Percentage of population participating in In-Kind programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to In-Kind programs as % of pre-transfer Gini index
Gini inequality index reduction due to In-Kind programs as % of pre-transfer Gini index
Gini inequality index reduction due to In-Kind programs as % of pre-transfer Gini index
Poverty headcount reduction due to In-Kind programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to In-Kind programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to In-Kind programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to In-Kind programs as % of pre-transfer poverty headcount
Poverty gap reduction due to In-Kind programs as % of pre-transfer poverty gap
Poverty gap reduction due to In-Kind programs as % of pre-transfer poverty gap
Poverty gap reduction due to In-Kind programs as % of pre-transfer poverty gap
Poverty gap reduction due to In-Kind programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Assistance programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Other Social Assistance programs (%)
Poverty gap reduction obtained for each $1 spent in Other Social Assistance programs (%)
Poverty gap reduction obtained for each $1 spent in Other Social Assistance programs (%)
Poverty gap reduction obtained for each $1 spent in Other Social Assistance programs (%)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Assistance programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Other Social Assistance programs as % of pre-transfer Gini index
Gini inequality index reduction due to Other Social Assistance programs as % of pre-transfer Gini index
Gini inequality index reduction due to Other Social Assistance programs as % of pre-transfer Gini index
Poverty headcount reduction due to Other Social Assistance programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Other Social Assistance programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Other Social Assistance programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Other Social Assistance programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Other Social Assistance programs as % of pre-transfer poverty gap
Poverty gap reduction due to Other Social Assistance programs as % of pre-transfer poverty gap
Poverty gap reduction due to Other Social Assistance programs as % of pre-transfer poverty gap
Poverty gap reduction due to Other Social Assistance programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Public Works programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Public Works programs (%)
Poverty gap reduction obtained for each $1 spent in Public Works programs (%)
Poverty gap reduction obtained for each $1 spent in Public Works programs (%)
Poverty gap reduction obtained for each $1 spent in Public Works programs (%)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Percentage of population participating in Public Works programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Public Works programs as % of pre-transfer Gini index
Gini inequality index reduction due to Public Works programs as % of pre-transfer Gini index
Gini inequality index reduction due to Public Works programs as % of pre-transfer Gini index
Poverty headcount reduction due to Public Works programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Public Works programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Public Works programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Public Works programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Public Works programs as % of pre-transfer poverty gap
Poverty gap reduction due to Public Works programs as % of pre-transfer poverty gap
Poverty gap reduction due to Public Works programs as % of pre-transfer poverty gap
Poverty gap reduction due to Public Works programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  School Feeding programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in School Feeding programs (%)
Poverty gap reduction obtained for each $1 spent in School Feeding programs (%)
Poverty gap reduction obtained for each $1 spent in School Feeding programs (%)
Poverty gap reduction obtained for each $1 spent in School Feeding programs (%)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Percentage of population participating in School Feeding programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to School Feeding programs as % of pre-transfer Gini index
Gini inequality index reduction due to School Feeding programs as % of pre-transfer Gini index
Gini inequality index reduction due to School Feeding programs as % of pre-transfer Gini index
Poverty headcount reduction due to School Feeding programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to School Feeding programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to School Feeding programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to School Feeding programs as % of pre-transfer poverty headcount
Poverty gap reduction due to School Feeding programs as % of pre-transfer poverty gap
Poverty gap reduction due to School Feeding programs as % of pre-transfer poverty gap
Poverty gap reduction due to School Feeding programs as % of pre-transfer poverty gap
Poverty gap reduction due to School Feeding programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Pensions programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Social Pensions programs (%)
Poverty gap reduction obtained for each $1 spent in Social Pensions programs (%)
Poverty gap reduction obtained for each $1 spent in Social Pensions programs (%)
Poverty gap reduction obtained for each $1 spent in Social Pensions programs (%)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Pensions programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Social Pensions programs as % of pre-transfer Gini index
Gini inequality index reduction due to Social Pensions programs as % of pre-transfer Gini index
Gini inequality index reduction due to Social Pensions programs as % of pre-transfer Gini index
Poverty headcount reduction due to Social Pensions programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Social Pensions programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Social Pensions programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Social Pensions programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Social Pensions programs as % of pre-transfer poverty gap
Poverty gap reduction due to Social Pensions programs as % of pre-transfer poverty gap
Poverty gap reduction due to Social Pensions programs as % of pre-transfer poverty gap
Poverty gap reduction due to Social Pensions programs as % of pre-transfer poverty gap
Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Assistance programs (includes direct and indirect beneficiaries)
Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)
Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)
Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)
Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)
Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)
Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)
Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)
Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)
Percentage of population receiving Social Assistance and Other program (includes direct and indirect beneficiaries)
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Adequacy of social insurance programs is measured by the total transfer amount received by the population participating in social insurance programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Social insurance programs include old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Benefit incidence of social insurance programs to poorest quintile shows the percentage of total social insurance benefits received by the poorest 20% of the population. Social insurance programs include old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Social Insurance programs (%)
Poverty gap reduction obtained for each $1 spent in Social Insurance programs (%)
Poverty gap reduction obtained for each $1 spent in Social Insurance programs (%)
Poverty gap reduction obtained for each $1 spent in Social Insurance programs (%)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Coverage of social insurance programs shows the percentage of population participating in programs that provide old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Coverage of social insurance programs shows the percentage of population participating in programs that provide old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Coverage of social insurance programs shows the percentage of population participating in programs that provide old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Coverage of social insurance programs shows the percentage of population participating in programs that provide old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Coverage of social insurance programs shows the percentage of population participating in programs that provide old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Coverage of social insurance programs shows the percentage of population participating in programs that provide old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.
Percentage of population participating in Social Insurance programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Social Insurance programs as % of pre-transfer Gini index
Gini inequality index reduction due to Social Insurance programs as % of pre-transfer Gini index
Gini inequality index reduction due to Social Insurance programs as % of pre-transfer Gini index
Poverty headcount reduction due to Social Insurance programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Social Insurance programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Social Insurance programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Social Insurance programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Social Insurance programs as % of pre-transfer poverty gap
Poverty gap reduction due to Social Insurance programs as % of pre-transfer poverty gap
Poverty gap reduction due to Social Insurance programs as % of pre-transfer poverty gap
Poverty gap reduction due to Social Insurance programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Contributory Pensions programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Contributory Pensions programs (%)
Poverty gap reduction obtained for each $1 spent in Contributory Pensions programs (%)
Poverty gap reduction obtained for each $1 spent in Contributory Pensions programs (%)
Poverty gap reduction obtained for each $1 spent in Contributory Pensions programs (%)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Percentage of population participating in Contributory Pensions programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Contributory Pensions programs as % of pre-transfer Gini index
Gini inequality index reduction due to Contributory Pensions programs as % of pre-transfer Gini index
Gini inequality index reduction due to Contributory Pensions programs as % of pre-transfer Gini index
Poverty headcount reduction due to Contributory Pensions programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Contributory Pensions programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Contributory Pensions programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Contributory Pensions programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Contributory Pensions programs as % of pre-transfer poverty gap
Poverty gap reduction due to Contributory Pensions programs as % of pre-transfer poverty gap
Poverty gap reduction due to Contributory Pensions programs as % of pre-transfer poverty gap
Poverty gap reduction due to Contributory Pensions programs as % of pre-transfer poverty gap
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Average transfer amount of  Other Social Insurance programs among program beneficiaries (per capita, daily $ppp)
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the extreme poor (those below $125 a day)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the 1st quintile (poorest)  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the second quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the third quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the fourth quintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of benefits going to the richestquintile  relative to the total benefits going to the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population
Poverty gap reduction obtained for each $1 spent in Other Social Insurance programs (%)
Poverty gap reduction obtained for each $1 spent in Other Social Insurance programs (%)
Poverty gap reduction obtained for each $1 spent in Other Social Insurance programs (%)
Poverty gap reduction obtained for each $1 spent in Other Social Insurance programs (%)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population participating in Other Social Insurance programs (includes direct and indirect beneficiaries)
Gini inequality index reduction due to Other Social Insurance programs as % of pre-transfer Gini index
Gini inequality index reduction due to Other Social Insurance programs as % of pre-transfer Gini index
Gini inequality index reduction due to Other Social Insurance programs as % of pre-transfer Gini index
Poverty headcount reduction due to Other Social Insurance programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Other Social Insurance programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Other Social Insurance programs as % of pre-transfer poverty headcount
Poverty headcount reduction due to Other Social Insurance programs as % of pre-transfer poverty headcount
Poverty gap reduction due to Other Social Insurance programs as % of pre-transfer poverty gap
Poverty gap reduction due to Other Social Insurance programs as % of pre-transfer poverty gap
Poverty gap reduction due to Other Social Insurance programs as % of pre-transfer poverty gap
Poverty gap reduction due to Other Social Insurance programs as % of pre-transfer poverty gap
Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance and Labor Market programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)
Percentage of population only receiving All Social Insurance programs (includes direct and indirect beneficiaries)
Total population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship. The values shown are midyear estimates.
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/
Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/