Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.
Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.
Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 35 percent or more. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Other public sector  multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Central bank debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
General government debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Other public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Central bank debt in form of bonds.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
General government debt from bonds that are either publicly issued or privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Other public sector debt from bonds that are either publicly issued or privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector debt from bonds that are either publicly issued or privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public sector debt from bonds that are either publicly issued or privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Central bank bilateral debt includes Central bank debt with commercial banks. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
General government commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Other public sector commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public sector commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Nonguaranteed long-term debt from bonds that are privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Central bank other private credits from manufacturers, exporters, and other suppliers of goods. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
General government other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Other public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Private sector guaranteed by Public Sectorother private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.
Central bank debt from private creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
General government debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Other public sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Public sector debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.
Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in current U.S. dollars.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period.
Aid includes both official development assistance (ODA) and official aid. Ratios are computed using values in U.S. dollars converted at official exchange rates.
Aid includes both official development assistance (ODA) and official aid. Ratios are computed using values in U.S. dollars converted at official exchange rates.
All activities related to sexually transmitted diseases and HIV/AIDS control e.g. information, education and communication; testing; prevention; treatment, care.  Note: data for Sub-Saharan Africa include "South of Sahara regional".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.
Special programmes to address the consequences of HIV/AIDS, e.g. social, legal and economic assistance to people living with HIV/AIDS including food security and employment; support to vulnerable groups and children orphaned by HIV/AIDS; human rights of HIV/AIDS affected people. Note: data for Sub-Saharan Africa include "South of Sahara regional".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.
Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in constant 2021 U.S. dollars.
Official development assistance (ODA) disbursements for malaria control are spending on prevention and control of malaria.  Data are in current U.S. dollars.
Aid includes both official development assistance (ODA) and official aid. Ratios are computed using values in U.S. dollars converted at official exchange rates.
Aid per capita includes both official development assistance (ODA) and official aid, and is calculated by dividing total aid by the midyear population estimate.
Net private aid is private transactions broken down into direct investment, portfolio investment and export credits (net). Private transactions are those undertaken by firms and individuals resident in the reporting country. Portfolio investment corresponds to bonds and equities. Inflows into emerging countries’ stocks markets, are, however, heavily understated. Accordingly, the coverage of portfolio investment differs in these regards from the coverage of bank claims, which include indistinguishably export credit lending by banks. The bank claims data represent the net change in banks’ claims after adjustment to eliminate the effect of changes in exchange rates. They are therefore a proxy for net flow data, but are not themselves a net flow figure. They differ in two further regards from other OECD data. First, they relate to loans by banks resident in countries which report quarterly to the Bank for International Settlements (BIS). Secondly, no adjustment has been made to exclude short-term claims.
Aid includes both official development assistance (ODA) and official aid. Ratios are computed using values in U.S. dollars converted at official exchange rates.
These are described as administrative costs. Data are expressed in current U.S. dollars.
This is described as general budget support.  Data are in current U.S. dollars.
This is the aggregate total for general budget support (DT.ODA.DACD.AGPA.BDGT.CD); development food aid/food security (DT.ODA.DACD.AGPA.FOOD.CD) and other commodity assistance (DT.ODA.DACD.AGPA.OCOM.CD).  Official Bilateral Commitments (or Gross Disburse
This is described as food aid and food security programmes.  Data are in current U.S. dollars.
This is described as import support (capital goods and services; line of credit) and import support for commodities, general goods and services, oil imports.  Data are in current U.S. dollars.
This is the aggregate total of all gross aid disbursements.  Data are in current U.S. dollars.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.
This is described as action relating to debt; debt forgiveness; relief of multilateral debt; rescheduling and refinancing; debt for development swap; other debt swap and debt buy-back.  Data are in current U.S. dollars.
This is described as financial policy and administrative management; monetary institutions; formal sector financial intermediaries; informal/semi-formal financial intermediaries and education/training in banking and financial services.  Data are in current U.S. dollars.
This is described as business support services and institutions and privatisation.  Data are in current U.S. dollars.
This is the aggregate total for transport and storage (DT.ODA.DACD.ECON.TRSP.CD); communications (DT.ODA.DACD.ECON.COMM.CD); energy (DT.ODA.DACD.ECON.NRGY.CD); banking and financial services (DT.ODA.DACD.ECON.BKFN.CD); business and other services (DT.ODA.DACD.ECON.BUSN.CD).
This is described as communications policy and administrative; telecommunications; radio/television/print media and information and communication technology (ICT).  Data are in current U.S. dollars.
This is described as energy policy and administrative management; power generation/non-renewable. Data are in current U.S. dollars.
This is described as transport policy and administrative management; road transport; rail transport; water transport; air transport; storage and education and training in transport and storage.  Data are in current U.S. dollars.
This is described as primary education; basic life skills for youth and adults and early childhood education.  Data are in current U.S. dollars.
This is the aggregate total for education level unspecified (DT.ODA.DACD.EDU.UNKN.CD); basic education (DT.ODA.DACD.EDU.BAS.CD); secondary education (DT.ODA.DACD.EDU.SEC.CD) and post-secondary education (DT.ODA.DACD.EDU.PSEC.CD).  Data are in current U.S. dollars.
This is described as higher education and advanced technical and managerial training.  Data are in current U.S. dollars.
This is described as secondary education and vocational training.  Data are in current U.S. dollars.
This is described as education policy and administrative management; education facilities and training; teacher training and educational research.  Data are in current U.S. dollars.
This is the aggregate total for other emergency and distress relief (DT.ODA.DACDEMRC.OTHR.CD); reconstruction relief (DT.ODA.DACD.EMRC.RCST.CD) and disaster prevention & preparedness (DT.ODA.DACD.EMRC.DISA.CD).  Data are in current U.S. dollars.
This is disaster prevention and preparedness.  Data are in current U.S. dollars.
This is described as material relief assistance and services; emergency food aid and relief co-ordination; protection and support services.  Data are in current U.S. dollars.
This is described as reconstruction relief and rehabilitation.  Data are in current U.S. dollars.
This is the aggregate total for general government and civil society (DT.ODA.DACD.GVCS.GEN.CD) and conflict, peace and security (DT.ODA.DACD.GVCS.CPS.CD).  Data are in current U.S. dollars.
This is described as security system management and reform; civilian peace-building, conflict prevention and resolution; post-conflict peace-building (UN); reintegration and Small Arms and Light Weapons (SALW) control; land mine clearance and child soldiers (prevention and demobilisation).  Data are in current U.S. dollars.
This is described as economic and development policy/planning; public sector financial management; legal and judicial development; general administration; strengthening civil society; elections; human rights; free flow of information and women's equality organisations and institutions.  Data are in current U.S. dollars.
All activities related to sexually transmitted diseases and HIV/AIDS control e.g. information, education and communication; testing; prevention; treatment, care.  Note: data for Sub-Saharan Africa include "South of Sahara regional".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.
Special programmes to address the consequences of HIV/AIDS, e.g. social, legal and economic assistance to people living with HIV/AIDS including food security and employment; support to vulnerable groups and children orphaned by HIV/AIDS; human rights of HIV/AIDS affected people. Note: data for Sub-Saharan Africa include "South of Sahara regional".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.
This is described as basic health care; basic health infrastructure; basic nutrition; infectious disease control; health education; malaria control; tuberculosis control and health personnel development.  Data are in current U.S. dollars.
This is the aggregate total for general health (DT.ODA.DACD.HLTH.GEN.CD) and basic health (DT.ODA.DACD.HLTH.BAS.CD).  Data are in current U.S. dollars.
This is described as health policy and administrative management; medical education/training; medical research ad medical services.  Data are in current U.S. dollars.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in constant 2008 dollars.
Special programme to address the control of malaria. Note: data for Sub-Saharan Africa include "South of Sahara regional".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.
This is the aggregate total for general environment protection (DT.ODA.DACD.MSEC.GENV.CD); other multisector initiatives (DT.ODA.DACD.MSEC.OMSEC.CD).  Data are in current U.S. dollars.
This is described environmental policy and administrative management; biosphere protection; bio-diversity; site preservation; flood prevention/control; environmental education/training and environmental research.  Data are in current U.S. dollars.
This is described as multisector aid; urban development and management; rural development; non-agricultural alternative development; multisector education/training and research/scientific institutions.  Data are in current U.S. dollars.
This is described as population policy and administrative management; reproductive health care; family planning; STD control including HIV/AIDS and personnel development for population and reproductive health.  Data are in current U.S. dollars.
This is described as agricultural policy and administrative management; agriculture development; agricultural water land resources; agricultural water resources; agricultural inputs; food crop production; industrial crops/export crops; livestock; agrarian reform; agricultural alternative development; agricultural extension; agricultural education/training;  agricultural research; agricultural services; plant and post-harvest protection and pest control; agricultural financial services, agricultural co-operatives and livestock services. Data are in current U.S. dollars.
This is the aggregate total for agriculture (DT.ODA.DACD.PROD.AGRI.AGR.CD); forestry (DT.ODA.DACD.PROD.AGRI.FORS.CD) and fishing (DT.ODA.DACD.PROD.AGRI.FISH.CD).  Data are in current U.S. dollars.
This is described as fishing policy and administrative management; fishery development; fishery education/training; fishery research and fishery services. Data are in current U.S. dollars.
This is described as forestry policy and administrative management; forestry development; fuelwood/charcoal; forestry education/training; forestry research and forestry services.  Data are in current U.S. dollars.
This is the aggregate total for agriculture, forestry and fishing (DT.ODA.DACD.PROD.AGRI.CD); industry, mining and construction (DT.ODA.DACD.PROD.INDS.CD); trade policy and regulations (DT.ODA.DACD.PROD.TRDP.CD) and tourism (DT.ODA.DACD.PROD.TRSM.CD).  Data are in current U.S. dollars.
This is the aggregate total for industry (DT.ODA.DACD.PROD.INDS.IND.CD); mining (DT.ODA.DACD.PROD.INDS.MIN.CD) and construction (DT.ODA.DACD.PROD.INDS.CON.CD).  Data are in current U.S. dollars.
This is described as construction policy and administrative management.  Data are in current U.S. dollars.
This is industrial policy and administrative management; industrial development; small and medium-sized enterprises (SME) development; cottage industries and handicraft; agri-industries; food industries; textiles, leather and substitutes; chemicals; fertilizer plants; cement/lime/plaster; energy manufacturing; pharmaceutical production; basic metal industries; non-ferous metal industries; engineering; transport equipment industry and technological research and development. Data are in current U.S. dollars.
This is described as mineral/mining policy and administrative management; mineral prospection and exploration; coal; oil and gas; ferrous metals; non-ferrous metals; precious metals/materials; industrial minerals; fertilizer minerals and offshore minerals. Data are in current U.S. dollars.
This is described as trade policy and administrative management; trade facilitation; regional trade agreements (RTAs); multilateral trade negotiations; trade-related adjustment and trade education/training.  Data are in current U.S. dollars.
This described as tourism policy and administrative management.  Data are in current U.S. dollars.
Net private aid is private transactions broken down into direct investment, portfolio investment and export credits (net). Private transactions are those undertaken by firms and individuals resident in the reporting country. Portfolio investment corresponds to bonds and equities. Inflows into emerging countries’ stocks markets, are, however, heavily understated. Accordingly, the coverage of portfolio investment differs in these regards from the coverage of bank claims, which include indistinguishably export credit lending by banks. The bank claims data represent the net change in banks’ claims after adjustment to eliminate the effect of changes in exchange rates. They are therefore a proxy for net flow data, but are not themselves a net flow figure. They differ in two further regards from other OECD data. First, they relate to loans by banks resident in countries which report quarterly to the Bank for International Settlements (BIS). Secondly, no adjustment has been made to exclude short-term claims.  Data are expressed in current U.S. dollars.
This is described as support to refugees in donor countries.  Data are in current U.S. dollars.
This is the aggregate total for education (DT.ODA.DACD.EDU.CD); health (DT.ODA.DACD.HLTH.CD); population programmes (DT.ODA.DACD.POP.CD); water supply and sanitation (DT.ODA.DACD.WSS.CD) and government and civil society (DT.ODA.DACD.GVCS.CD).  Data are in current U.S. dollars.
This is the aggregate total of allocable sectors as follows: I.1 Education, Total; I.2 Health, Total; I.3 Population Programmes; I.4 Water Supply & Sanitation; I.5 Government & Civil Society; I.6 Other Social Infrastructure & Services; II.1Transport & Storage; II.2Communications; II.3 Energy; II.4 Banking & Financial Services; II.5 Business & Other Services; III.1 Agriculture - Forestry - Fishing, Total; III.2 Industry - Mining - Construction, Total; III.3 Trade Policy and Regulations; III.4 Tourism; IV.1 General Environment Protection; IV.2 Women In Development; IV.3 Other Multisector. Data are in current U.S. dollars.
This is described as sectors not specified and promotion of development awareness.  Data are in current U.S. dollars.
This is described as water resources policy and administrative management; water resources protection; water supply and sanitation - large systems; basic drinking water supply and basic sanitation; river development; waste management/disposal and education and training in water supply and sanitation.  Data are in current U.S. dollars.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in constant 2008 dollars.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period.
All activities related to sexually transmitted diseases and HIV/AIDS control e.g. information, education and communication; testing; prevention; treatment, care.  Note: data for Sub-Saharan Africa include "South of Sahara regional".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.
Special programmes to address the consequences of HIV/AIDS, e.g. social, legal and economic assistance to people living with HIV/AIDS including food security and employment; support to vulnerable groups and children orphaned by HIV/AIDS; human rights of HIV/AIDS affected people. Note: data for Sub-Saharan Africa include "South of Sahara regional".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.
Special programme to address the control of malaria. Note: data for Sub-Saharan Africa include "South of Sahara regional".  Detailed descriptions are available www.oecd.org/dac/stats/crs/directives.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in constant 2008 dollars.
The transactions covered are those undertaken by residents of non-DAC Member countries.  Net private aid is private transactions broken down into direct investment, portfolio investment and export credits (net). Private transactions are those undertaken by firms and individuals resident in the reporting country. Portfolio investment corresponds to bonds and equities. Inflows into emerging countries’ stocks markets, are, however, heavily understated. Accordingly, the coverage of portfolio investment differs in these regards from the coverage of bank claims, which include indistinguishably export credit lending by banks. The bank claims data represent the net change in banks’ claims after adjustment to eliminate the effect of changes in exchange rates. They are therefore a proxy for net flow data, but are not themselves a net flow figure. They differ in two further regards from other OECD data. First, they relate to loans by banks resident in countries which report quarterly to the Bank for International Settlements (BIS). Secondly, no adjustment has been made to exclude short-term claims.. Data are in current U.S. dollars.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period.
Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period.
Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in current U.S. dollars.
Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in constant 2021 U.S. dollars.
Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Data are in current U.S. dollars.
Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Data are in current U.S. dollars.
Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).
Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).
Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).
Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Data are in constant 2021 U.S. dollars.
Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).
Net official development assistance (ODA) per capita consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients; and is calculated by dividing net ODA received by the midyear population estimate. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).
Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).
The debt service to export ratio is defined as the total debt service divided by the sum of exports of goods, services, and income plus workers' remittances.  Definitions for each indicator follow.  Total debt service (TDS) shows the debt service payments on total long-term debt (public and publicly guaranteed and private nonguaranteed), use of IMF credit, and interest on short-term debt only. Debt service payments are the sum of principal repayments and interest payments in the year specified.  Exports of goods, services and income is the sum of goods (merchandise) exports, exports of (nonfactor) services and income (factor) receipts.  Data are in current U.S. dollars.  Workers' remittances are current transfers by migrants who are employed or intend to remain employed for more than a year in another economy in which they are considered residents. Some developing countries classify workers' remittances as a factor income receipt (and thus as a component of GNI). The World Bank adheres to international guidelines in defining GNI, and its classification of workers' remittances may therefore differ from national practices. This item shows receipts by the reporting country.
Adjustment to scheduled debt service equals debt service not paid plus debt service arrears reductions and prepayments. Data are denominated in U.S. dollars.
Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
General government debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Other public sector  debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public sector  debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Central bank bilateral debt includes Central bank debt with bilateral creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
General government bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Other public sector  bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector  bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public sector  bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Central bank  debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves.  Data are in current U.S. dollars.
Total debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term debt, interest paid on short-term debt, and repayments (repurchases and charges) to the IMF. Data are in current U.S. dollars.
Total debt service to exports of goods, services and primary income. Total debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term debt, interest paid on short-term debt, and repayments (repurchases and charges) to the IMF.
Total debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term debt, interest paid on short-term debt, and repayments (repurchases and charges) to the IMF.
Total debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term debt, interest paid on short-term debt, and repayments (repurchases and charges) to the IMF.
General government  debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Data are in current U.S. dollars.
Public sector debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Data are in current U.S. dollars.
IMF repurchases are total repayments of outstanding drawings from the General Resources Account during the year specified, excluding repayments due in the reserve tranche. IMF charges cover interest payments with respect to all uses of IMF resources, excluding those resulting from drawings in the reserve tranche. Data are in current U.S. dollars.
Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.
Other public sector debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Data are in current U.S. dollars.
Private nonguaranteed debt service is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.
Debt service, the sum of principal repayments and interest actually paid in currency, goods, or services, is expressed as a percentage of exports of goods and services--all transactions between residents of a country and the rest of the world involving a change of ownership from residents to nonresidents of general merchandise, net exports of goods under merchanting, nonmonetary gold, and services. This series differs from the standard debt to exports series in that it covers only long-term public and publicly guaranteed debt and repayments (repurchases and charges) to the IMF.
Public and publicly guaranteed debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Data are in current U.S. dollars.
Public and publicly guaranteed debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity.
Public and publicly guaranteed debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Exports refer to exports of goods, services, and income.
Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 35 percent or more. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.  Data are in current U.S. dollars.
Other public sector  multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.  Data are in current U.S. dollars.
Multilateral debt service is the repayment of principal and interest to the World Bank, regional development banks, and other multilateral agencies. public and publicly guaranteed debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity.
Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.  Data are in current U.S. dollars.
Public sector  multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.  Data are in current U.S. dollars.
Central bank multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
General government multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Other public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public sector multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 35 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 5 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Central bank debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
General goverment  debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Other public sector  debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public sector  debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Central bank debt in form of bonds.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
General government  debt from bonds that are either publicly issued or privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Other public sector  debt from bonds that are either publicly issued or privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector debt from bonds that are either publicly issued or privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public sector  debt from bonds that are either publicly issued or privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Central bank bilateral debt includes Central bank debt with commercial banks.The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
General government commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Other public sector commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public sector commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Debt service for private and public non-guaranteed debt is the sum of the two.
Nonguaranteed long-term debt from bonds that are privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Central bank other private credits from manufacturers, exporters, and other suppliers of goods. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
General government  other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Other public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public sector other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Data are in current U.S. dollars.
Central bank debt from private creditors. The central bank is the financial institution (or institutions) that exercises control over key aspects of the financial system. The monetary authority, normally the agency that issues currency and holds the country’s international reserves. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
General government guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Other public sector guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Private sector guaranteed by Public Sector guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Public sector guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.
Adjustment - debt service arrears reductions/prepayments (-), equals principal arrears reductions/prepayments plus interest arrears reductions. Data are denominated in U.S. dollars.
Total amount of debt rescheduled includes the debt stock, principal, interest, charges and penalties rescheduled. Data are in current U.S. dollars.
Undisbursed debt is the total public and publicly guaranteed debt undrawn at year end; data for private nonguaranteed debt are not available. Public and publicly guaranteed long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Data are in current U.S. dollars.
Undisbursed debt is the total public and publicly guaranteed debt undrawn at year end; data for private nonguaranteed debt are not available. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.
Undisbursed debt is the total public and publicly guaranteed debt undrawn at year end; data for private nonguaranteed debt are not available. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.
Merchandise (goods) exports,  free on board (f.o.b.), in current US$ millions, not seasonally adjusted.
Merchandise (goods) exports,  free on board (f.o.b.), in constant US$ millions not seasonally adjusted. The base year is 2005.
The price index of Merchandise (goods) exports,  free on board (f.o.b.), in currrent US$ millions. Not seasonally adjusted.
Merchandise (goods) exports,  free on board (f.o.b.), in current US$ millions, seasonally adjusted.
Merchandise (goods) exports,  free on board (f.o.b.), in constant US$ millions, seasonally adjusted. The base year is 2005.
The price index of Merchandise (goods) exports,  free on board (f.o.b.), in US$ seasonally adjusted.
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Exporter-level information on export transactions - Customs
Agriculture value added per worker is a measure of agricultural productivity. 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. Data are in constant 2010 U.S. dollars.
Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: stone, ceramics, and glass (36). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.
Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: chemicals (35). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.
Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: food and beverages (31). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.
Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: primary metals (ISIC division 37). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.
Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: other (38 and 39). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.
Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: paper and pulp (34). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.
Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.
Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: textiles (32). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.
Industry shares of emissions of organic water pollutants refer to emissions from manufacturing activities as defined by two-digit divisions of the International Standard Industrial Classification (ISIC), revision 2: wood (33). Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.
Emissions per worker are total emissions of organic water pollutants divided by the number of industrial workers. Organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.
Economic Fitness (EF) is both a measure of a country’s diversification and ability to produce complex goods on a globally competitive basis.  Countries with the highest levels of EF have capabilities to produce a diverse portfolio of products, ability to upgrade into ever-increasing complex goods, tend to have more predictable long-term growth, and to attain good competitive position relative to other countries.   Countries with low EF levels tend to suffer from poverty, low capabilities, less predictable growth, low value-addition, and trouble upgrading and diversifying faster than other countries.  The starting data is the COMTRADE list of products exported by each country. This data defines a bipartite network of countries and products, or goods and services. A suitably designed mathematical algorithm applied to this network leads to the Economic Fitness of all countries and the Complexity of all products. The comparison of the Fitness to the GDP reveals hidden information for the development and the growth of the countries.
The Universal Economic Fitness (UEF) is both a measure of a country’s diversification and ability to produce complex goods on a globally competitive basis.  Countries with the highest levels of EF have capabilities to produce a diverse portfolio of products, ability to upgrade into ever-increasing complex goods, tend to have more predictable long-term growth, and to attain good competitive position relative to other countries.   Countries with low UEF levels tend to suffer from poverty, low capabilities, less predictable growth, low value-addition, and trouble upgrading and diversifying faster than other countries.  The starting data is the COMTRADE list of products and the IMF-BOP list of services exported by each country. This data defines a bipartite network of countries and sectors, or goods and services. A suitably designed mathematical algorithm applied to this network leads to the Universal Economic Fitness of all countries and the Complexity of all sectors. The comparison of the Fitness to the GDP reveals hidden information for the development and the growth of the countries.
Access to clean fuels and technologies for cooking, rural is the proportion of rural population primarily using clean cooking fuels and technologies for cooking. Under WHO guidelines, kerosene is excluded from clean cooking fuels.
Access to clean fuels and technologies for cooking, urban is the proportion of urban population primarily using clean cooking fuels and technologies for cooking. Under WHO guidelines, kerosene is excluded from clean cooking fuels.
Access to clean fuels and technologies for cooking is the proportion of total population primarily using clean cooking fuels and technologies for cooking. Under WHO guidelines, kerosene is excluded from clean cooking fuels.
Energy intensity level of primary energy is the ratio between energy supply and gross domestic product measured at purchasing power parity. Energy intensity is an indication of how much energy is used to produce one unit of economic output. Lower ratio indicates that less energy is used to produce one unit of output.
Energy production refers to forms of primary energy--petroleum (crude oil, natural gas liquids, and oil from nonconventional sources), natural gas, solid fuels (coal, lignite, and other derived fuels), and combustible renewables and waste--and primary electricity, all converted into oil equivalents.
Access to electricity, rural is the percentage of rural population with access to electricity.
Access to electricity, urban is the percentage of urban population with access to electricity.
Access to electricity is the percentage of population with access to electricity. Electrification data are collected from industry, national surveys and international sources.
Sources of electricity refer to the inputs used to generate electricity. Coal refers to all coal and brown coal, both primary (including hard coal and lignite-brown coal) and derived fuels (including patent fuel, coke oven coke, gas coke, coke oven gas, and blast furnace gas). Peat is also included in this category.
Sources of electricity refer to the inputs used to generate electricity. Coal refers to all coal and brown coal, both primary (including hard coal and lignite-brown coal) and derived fuels (including patent fuel, coke oven coke, gas coke, coke oven gas, and blast furnace gas). Peat is also included in this category.
Sources of electricity refer to the inputs used to generate electricity. Oil refers to crude oil and petroleum products. Gas refers to natural gas but excludes natural gas liquids. Coal refers to all coal and brown coal, both primary (including hard coal and lignite-brown coal) and derived fuels (including patent fuel, coke oven coke, gas coke, coke oven gas, and blast furnace gas). Peat is also included in this category.
Sources of electricity refer to the inputs used to generate electricity. Hydropower refers to electricity produced by hydroelectric power plants.
Sources of electricity refer to the inputs used to generate electricity. Hydropower refers to electricity produced by hydroelectric power plants.
Electric power transmission and distribution losses include losses in transmission between sources of supply and points of distribution and in the distribution to consumers, including pilferage.
Electric power transmission and distribution losses include losses in transmission between sources of supply and points of distribution and in the distribution to consumers, including pilferage.
Sources of electricity refer to the inputs used to generate electricity. Gas refers to natural gas but excludes natural gas liquids.
Sources of electricity refer to the inputs used to generate electricity. Gas refers to natural gas but excludes natural gas liquids.
Sources of electricity refer to the inputs used to generate electricity. Nuclear power refers to electricity produced by nuclear power plants.
Sources of electricity refer to the inputs used to generate electricity. Nuclear power refers to electricity produced by nuclear power plants.
Sources of electricity refer to the inputs used to generate electricity. Oil refers to crude oil and petroleum products.
Sources of electricity refer to the inputs used to generate electricity. Oil refers to crude oil and petroleum products.
Electricity production is measured at the terminals of all alternator sets in a station. In addition to hydropower, coal, oil, gas, and nuclear power generation, it covers generation by geothermal, solar, wind, and tide and wave energy, as well as that from combustible renewables and waste. Production includes the output of electricity plants that are designed to produce electricity only as well as that of combined heat and power plants.
Electricity production from renewable sources includes hydropower, geothermal, solar, tides, wind, biomass, and biofuels.
Renewable electricity is the share of electrity generated by renewable power plants in total electricity generated by all types of plants.
Electricity production from renewable sources, excluding hydroelectric, includes geothermal, solar, tides, wind, biomass, and biofuels.
Electricity production from renewable sources, excluding hydroelectric, includes geothermal, solar, tides, wind, biomass, and biofuels.
Renewable energy consumption is the share of renewables energy in total final energy consumption.
GDP per unit of energy use is the PPP GDP per kilogram of oil equivalent of energy use. PPP GDP is gross domestic product converted to current international dollars using purchasing power parity rates based on the 2017 ICP round. An international dollar has the same purchasing power over GDP as a U.S. dollar has in the United States.
GDP per unit of energy use is the PPP GDP per kilogram of oil equivalent of energy use. PPP GDP is gross domestic product converted to 2021 constant international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as a U.S. dollar has in the United States.
Net energy imports are estimated as energy use less production, both measured in oil equivalents. A negative value indicates that the country is a net exporter. Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport.
Net energy imports are estimated as energy use less production, both measured in oil equivalents. A negative value indicates that the country is a net exporter. Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport.
Access to non-solid fuel, rural is the percentage of rural population with access to non-solid fuel.
Access to non-solid fuel, urban is the percentage of urban population with access to non-solid fuel.
Access to non-solid fuel is the percentage of population with access to non-solid fuel.
Clean energy is noncarbohydrate energy that does not produce carbon dioxide when generated. It includes hydropower and nuclear, geothermal, and solar power, among others.
Fossil fuel comprises coal, oil, petroleum, and natural gas products.
Energy use per PPP GDP is the kilogram of oil equivalent of energy use per constant PPP GDP. Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport. PPP GDP is gross domestic product converted to 2021 constant international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as a U.S. dollar has in the United States.
Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport.
Combustible renewables and waste comprise solid biomass, liquid biomass, biogas, industrial waste, and municipal waste.
Combustible renewables and waste comprise solid biomass, liquid biomass, biogas, industrial waste, and municipal waste, measured as a percentage of total energy use.
Electric power consumption measures the production of power plants and combined heat and power plants less transmission, distribution, and transformation losses and own use by heat and power plants.
Electric power consumption measures the production of power plants and combined heat and power plants less transmission, distribution, and transformation losses and own use by heat and power plants.
Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport.
Agricultural employment shows the number of workers in the agricultural sector.
Economically active female population in agriculture is that part of the economically active female population engaged in or seeking work in agriculture, hunting, fishing or forestry.
The Agricultural Population is defined as all persons depending for their livelihood on agriculture, hunting, fishing or forestry. This estimate comprises all persons actively engaged in agriculture and their non-working dependants. The Agricultural Population series are estimated by FAO based on the total population series obtained from UN Population Division ("World population prospects: The 2008 Revision") and the ratios of labour force in total population and agricultural labour force in total labour force from ILO: ("Economically active population, 1950-2010: The 4th Revision", ILO, Geneva, 1996). Direct information on agricultural population derived from national population censuses or surveys is scarce.
Economically active male population in agriculture is that part of the economically active male population engaged in or seeking work in agriculture, hunting, fishing or forestry.
Animal species are mammals (excluding whales and porpoises) and birds (included within a country's breeding or wintering ranges). Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.
Carbon dioxide emissions from cement production refer mainly to emissions during cement production. Cement production is a multi-step process and CO2 is actually released from klinker production during the cement production process. The U.S. Department of Energy’s carbon Dioxide Information Analysis Center (CDIAC) calculates annual anthropogenic emissions from data on fossil fuel consumption (from the United Nations Statistics Division’s World Energy Data Set) and world cement manufacturing (from the U.S. Bureau of Mine’s Cement Manufacturing Data Set).  Carbon dioxide emissions, often calculated and reported as elemental carbon, were converted to actual carbon dioxide mass by multiplying them by 3.664 (the ratio of the mass of carbon to that of carbon dioxide).  Although estimates of global carbon dioxide emissions are probably accurate within 10 percent (as calculated from global average file chemistry and use), country estimates may have larger error bounds.  Trends estimated from a consistent time series tend to be more accurate than individual values.  Each year the CDIAC recalculates the entire time series since 1949, incorporating recent findings and corrections.  Estimates exclude fuels supplied to ships and aircraft in international transport because of the difficulty of apportioning he fuels among benefitting countries.  The ratio of carbon dioxide per unit of energy shows carbon intensity, which is the amount of carbon dioxide emitted as a result of using one unit of energy in the process of production.
Carbon dioxide emissions from solid fuel consumption refer mainly to emissions from use of coal as an energy source.
Fossil fuel is any hydrocarbon deposit that can be burned for heat or power, such as petroleum, coal, and natural gas. This is the sum total of all fossil fuel emissions (solid fuel consumption, liquid fuel consumption, gas fuel consumption, cement production and gas flaring). The U.S. Department of Energy’s carbon Dioxide Information Analysis Center (CDIAC) calculates annual anthropogenic emissions from data on fossil fuel consumption (from the United Nations Statistics Division’s World Energy Data Set) and world cement manufacturing (from the U.S. Bureau of Mine’s Cement Manufacturing Data Set).  Carbon dioxide emissions, often calculated and reported as elemental carbon, were converted to actual carbon dioxide mass by multiplying them by 3.664 (the ratio of the mass of carbon to that of carbon dioxide).  Although estimates of global carbon dioxide emissions are probably accurate within 10 percent (as calculated from global average file chemistry and use), country estimates may have larger error bounds.  Trends estimated from a consistent time series tend to be more accurate than individual values.  Each year the CDIAC recalculates the entire time series since 1949, incorporating recent findings and corrections.  Estimates exclude fuels supplied to ships and aircraft in international transport because of the difficulty of apportioning he fuels among benefitting countries.  The ratio of carbon dioxide per unit of energy shows carbon intensity, which is the amount of carbon dioxide emitted as a result of using one unit of energy in the process of production.
Fossil fuel is any hydrocarbon deposit that can be burned for heat or power, such as petroleum, coal, and natural gas. This is the sum total of all fossil fuel emissions (solid fuel consumption, liquid fuel consumption, gas fuel consumption, cement production and gas flaring).
Carbon dioxide emissions from liquid fuel consumption refer mainly to emissions from use of natural gas as an energy source.
Carbon dioxide emissions from liquid fuel consumption refer mainly to emissions from use of natural gas as an energy source.
Carbon dioxide emissions from gas flaring fuel consumption refer mainly to emissions from gas flaring activities.
Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.
Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.
Carbon dioxide emissions from liquid fuel consumption refer mainly to emissions from use of petroleum-derived fuels as an energy source.
Carbon dioxide emissions from liquid fuel consumption refer mainly to emissions from use of petroleum-derived fuels as an energy source.
Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.
Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.
Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.
Carbon dioxide emissions from solid fuel consumption refer mainly to emissions from use of coal as an energy source.
Carbon dioxide emissions from solid fuel consumption refer mainly to emissions from use of coal as an energy source.
Other greenhouse gas emissions are by-product emissions of hydrofluorocarbons, perfluorocarbons, and sulfur hexafluoride.
Other greenhouse gas emissions are by-product emissions of hydrofluorocarbons, perfluorocarbons, and sulfur hexafluoride. Each year of data shows the percentage change to that year from 1990.
Total greenhouse gas emissions in kt of CO2 equivalent are composed of CO2 totals excluding short-cycle biomass burning (such as agricultural waste burning and savanna burning) but including other biomass burning (such as forest fires, post-burn decay, peat fires and decay of drained peatlands), all anthropogenic CH4 sources, N2O sources and F-gases (HFCs, PFCs and SF6).
Total greenhouse gas emissions are composed of CO2 totals excluding short-cycle biomass burning (such as agricultural waste burning and savanna burning) but including other biomass burning (such as forest fires, post-burn decay, peat fires and decay of drained peatlands), all anthropogenic CH4 sources, N2O sources and F-gases (HFCs, PFCs and SF6). Each year of data shows the percentage change to that year from 1990.
Hydrofluorocarbons, used as a replacement for chlorofluorocarbons, are used mainly in refrigeration and semiconductor manufacturing.
Agricultural methane emissions are emissions from animals, animal waste, rice production, agricultural waste burning (nonenergy, on-site), and savanna burning.
Agricultural methane emissions are emissions from animals, animal waste, rice production, agricultural waste burning (nonenergy, on-site), and savanna burning.
Methane emissions from energy processes are emissions from the production, handling, transmission, and combustion of fossil fuels and biofuels.
Methane emissions from energy processes are emissions from the production, handling, transmission, and combustion of fossil fuels and biofuels.
Industrial methane emissions are emissions from the handling, transmission, and combustion of fossil fuels and biofuels.
Methane emissions are those stemming from human activities such as agriculture and from industrial methane production.
Methane emissions are those stemming from human activities such as agriculture and from industrial methane production. Each year of data shows the percentage change to that year from 1990.
Agricultural nitrous oxide emissions are emissions produced through fertilizer use (synthetic and animal manure), animal waste management, agricultural waste burning (nonenergy, on-site), and savanna burning.
Agricultural nitrous oxide emissions are emissions produced through fertilizer use (synthetic and animal manure), animal waste management, agricultural waste burning (nonenergy, on-site), and savanna burning.
Nitrous oxide emissions from energy processes are emissions produced by the combustion of fossil fuels and biofuels.
Nitrous oxide emissions from energy processes are emissions produced by the combustion of fossil fuels and biofuels.
Industrial nitrous oxide emissions are emissions produced during the manufacturing of adipic acid and nitric acid.
Nitrous oxide emissions are emissions from agricultural biomass burning, industrial activities, and livestock management.
Nitrous oxide emissions are emissions from agricultural biomass burning, industrial activities, and livestock management. Each year of data shows the percentage change to that year from 1990.
Perfluorocarbons, used as a replacement for chlorofluorocarbons in manufacturing semiconductors, are a byproduct of aluminum smelting and uranium enrichment.
Particulate matter concentrations refer to fine suspended particulates less than 10 microns in diameter (PM10) that are capable of penetrating deep into the respiratory tract and causing significant health damage. Data for countries and aggregates for regions and income groups are urban-population weighted PM10 levels in residential areas of cities with more than 100,000 residents. The estimates represent the average annual exposure level of the average urban resident to outdoor particulate matter. The state of a country's technology and pollution controls is an important determinant of particulate matter concentrations.
Population-weighted exposure to ambient PM2.5 pollution is defined as the average level of exposure of a nation's population to concentrations of suspended particles measuring less than 2.5 microns in aerodynamic diameter, which are capable of penetrating deep into the respiratory tract and causing severe health damage. Exposure is calculated by weighting mean annual concentrations of PM2.5 by population in both urban and rural areas.
Percent of population exposed to ambient concentrations of PM2.5 that exceed the World Health Organization (WHO) Interim Target 1 (IT-1) is defined as the portion of a country’s population living in places where mean annual concentrations of PM2.5 are greater than 35 micrograms per cubic meter. The Air Quality Guideline (AQG) of 10 micrograms per cubic meter is recommended by the WHO as the lower end of the range of concentrations over which adverse health effects due to PM2.5 exposure have been observed.
Percent of population exposed to ambient concentrations of PM2.5 that exceed the World Health Organization (WHO) Interim Target 2 (IT-2) is defined as the portion of a country’s population living in places where mean annual concentrations of PM2.5 are greater than 25 micrograms per cubic meter. The Air Quality Guideline (AQG) of 10 micrograms per cubic meter is recommended by the WHO as the lower end of the range of concentrations over which adverse health effects due to PM2.5 exposure have been observed.
Percent of population exposed to ambient concentrations of PM2.5 that exceed the World Health Organization (WHO) Interim Target 3 (IT-3) is defined as the portion of a country’s population living in places where mean annual concentrations of PM2.5 are greater than 15 micrograms per cubic meter. The Air Quality Guideline (AQG) of 10 micrograms per cubic meter is recommended by the WHO as the lower end of the range of concentrations over which adverse health effects due to PM2.5 exposure have been observed.
Percent of population exposed to ambient concentrations of PM2.5 that exceed the WHO guideline value is defined as the portion of a country’s population living in places where mean annual concentrations of PM2.5 are greater than 10 micrograms per cubic meter, the guideline value recommended by the World Health Organization as the lower end of the range of concentrations over which adverse health effects due to PM2.5 exposure have been observed.
Sulfur hexafluoride is used largely to insulate high-voltage electric power equipment.
Birds are listed for countries included within their breeding or wintering ranges. Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.
A cooling degree day (CDD) is a measurement designed to track energy use. It is the number of degrees that a day's average temperature is above 18°C (65°F). Daily degree days are accumulated to obtain annual values.
Disaster risk reduction progress score is an average of self-assessment scores, ranging from 1 to 5, submitted by countries under Priority 1 of the Hyogo Framework National Progress Reports. The Hyogo Framework is a global blueprint for disaster risk reduction efforts that was adopted by 168 countries in 2005. Assessments of "Priority 1" include four indicators that reflect the degree to which countries have prioritized disaster risk reduction and the strengthening of relevant institutions.
GHG net emissions/removals by LUCF refers to changes in atmospheric levels of all greenhouse gases attributable to forest and land-use change activities, including but not limited to (1) emissions and removals of CO2 from decreases or increases in biomass stocks due to forest management, logging, fuelwood collection, etc.; (2) conversion of existing forests and natural grasslands to other land uses; (3) removal of CO2 from the abandonment of formerly managed lands (e.g. croplands and pastures); and (4) emissions and removals of CO2 in soil associated with land-use change and management. For Annex-I countries under the UNFCCC, these data are drawn from the annual GHG inventories submitted to the UNFCCC by each country; for non-Annex-I countries, data are drawn from the most recently submitted National Communication where available. Because of differences in reporting years and methodologies, these data are not generally considered comparable across countries. Data are in million metric tons.
A heating degree day (HDD) is a measurement designed to track energy use. It is the number of degrees that a day's average temperature is below 18°C (65°F). Daily degree days are accumulated to obtain annual values.
Total count of days per year where the daily mean Heat Index rose above 35°C. A Heat Index is a measure of how hot it feels once humidity is factored in with air temperature.
Droughts, floods and extreme temperatures is the annual average percentage of the population that is affected by natural disasters classified as either droughts, floods, or extreme temperature events. A drought is an extended period of time characterized by a deficiency in a region's water supply that is the result of constantly below average precipitation. A drought can lead to losses to agriculture, affect inland navigation and hydropower plants, and cause a lack of drinking water and famine. A flood is a significant rise of water level in a stream, lake, reservoir or coastal region. Extreme temperature events are either cold waves or heat waves. A cold wave can be both a prolonged period of excessively cold weather and the sudden invasion of very cold air over a large area. Along with frost it can cause damage to agriculture, infrastructure, and property. A heat wave is a prolonged period of excessively hot and sometimes also humid weather relative to normal climate patterns of a certain region. Population affected is the number of people injured, left homeless or requiring immediate assistance during a period of emergency resulting from a natural disaster; it can also include displaced or evacuated people. Average percentage of population affected is calculated by dividing the sum of total affected for the period stated by the sum of the annual population figures for the period stated.
The SPEI fulfills the requirements of a drought index since its multi-scalar character enables it to be used by different scientific disciplines to detect, monitor, and analyze droughts. Like the sc-PDSI and the SPI, the SPEI can measure drought severity according to its intensity and duration, and can identify the onset and end of drought episodes. The SPEI allows comparison of drought severity through time and space, since it can be calculated over a wide range of climates, as can the SPI.
CO2 emissions from residential buildings and commercial and public services contains all emissions from fuel combustion in households. This corresponds to IPCC Source/Sink Category 1 A 4 b. Commercial and public services includes emissions from all activities of ISIC Divisions 41, 50-52, 55, 63-67, 70-75, 80, 85, 90-93 and 99.
CO2 emissions from residential buildings and commercial and public services contains all emissions from fuel combustion in households. This corresponds to IPCC Source/Sink Category 1 A 4 b. Commercial and public services includes emissions from all activities of ISIC Divisions 41, 50-52, 55, 63-67, 70-75, 80, 85, 90-93 and 99.
CO2 emissions from manufacturing industries and construction contains the emissions from combustion of fuels in industry. The IPCC Source/Sink Category 1 A 2 includes these emissions. However, in the 1996 IPCC Guidelines, the IPCC category also includes emissions from industry autoproducers that generate electricity and/or heat. The IEA data are not collected in a way that allows the energy consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers). Manufacturing industries and construction also includes emissions from coke inputs into blast furnaces, which may be reported either in the transformation sector, the industry sector or the separate IPCC Source/Sink Category 2, Industrial Processes.
CO2 emissions from manufacturing industries and construction contains the emissions from combustion of fuels in industry. The IPCC Source/Sink Category 1 A 2 includes these emissions. However, in the 1996 IPCC Guidelines, the IPCC category also includes emissions from industry autoproducers that generate electricity and/or heat. The IEA data are not collected in a way that allows the energy consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers). Manufacturing industries and construction also includes emissions from coke inputs into blast furnaces, which may be reported either in the transformation sector, the industry sector or the separate IPCC Source/Sink Category 2, Industrial Processes.
CO2 emissions from other sectors, less residential buildings and commercial and public services, contains the emissions from commercial/institutional activities, residential, agriculture/forestry, fishing and other emissions not specified elsewhere that are included in the IPCC Source/Sink Categories 1 A 4 and 1 A 5. In the 1996 IPCC Guidelines, the category also includes emissions from autoproducers in the commercial/residential/agricultural sectors that generate electricity and/or heat. The IEA data are not collected in a way that allows the energy consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers).
CO2 emissions from other sectors, less residential buildings and commercial and public services, contains the emissions from commercial/institutional activities, residential, agriculture/forestry, fishing and other emissions not specified elsewhere that are included in the IPCC Source/Sink Categories 1 A 4 and 1 A 5. In the 1996 IPCC Guidelines, the category also includes emissions from autoproducers in the commercial/residential/agricultural sectors that generate electricity and/or heat. The IEA data are not collected in a way that allows the energy consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers).
CO2 emissions from transport contains emissions from the combustion of fuel for all transport activity, regardless of the sector, except for international marine bunkers and international aviation. This includes domestic aviation, domestic navigation, road, rail and pipeline transport, and corresponds to IPCC Source/Sink Category 1 A 3. In addition, the IEA data are not collected in a way that allows the autoproducer consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers).
CO2 emissions from transport contains emissions from the combustion of fuel for all transport activity, regardless of the sector, except for international marine bunkers and international aviation. This includes domestic aviation, domestic navigation, road, rail and pipeline transport, and corresponds to IPCC Source/Sink Category 1 A 3. In addition, the IEA data are not collected in a way that allows the autoproducer consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers).
Fish species are based on Froese, R. and Pauly, D. (eds). 2008. Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.
A measure of annual emissions of the six greenhouse gases (GHG) covered by the Kyoto Protocol (carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulphurhexafluoride (SF6)) from the energy, industry, waste, agriculture, and land use, land use changes, and forestry (LULUCF) sectors, standardized to carbon dioxide equivalent values. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of the six greenhouse gases (GHG) covered by the Kyoto Protocol (carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulphurhexafluoride (SF6)) from the energy, industry, waste, and agriculture sectors, standardized to carbon dioxide equivalent values. This measure excludes GHG fluxes caused by Land Use Change Land Use and Forestry (LULUCF), as these fluxes have larger uncertainties. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
Total annual emissions of the six greenhouse gases (GHG) covered by the Kyoto Protocol (carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulphurhexafluoride (SF6)) from the energy, industry, waste, and agriculture sectors, standardized to carbon dioxide equivalent values divided by the economy's population. This measure excludes GHG fluxes caused by Land Use Change Land Use and Forestry (LULUCF), as these fluxes have larger uncertainties.
A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from the agricultural sector. This includes emissions from livestock (IPCC 2006 codes 3.A.1 (enteric fermentation, 3.a.2 (manure management) and crops (IPCC 2006 codes 3.C.1 Emissions from biomass burning, 3.C.2 Liming, 3.C.3 Urea application, 3.C.4 Direct N2O Emissions from managed soils, 3.C.5 Indirect N2O Emissions from managed soils, 3.C.6 Indirect N2O Emissions from manure management, 3.C.7 Rice cultivations). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from the building sector (subsector of the energy sector) including IPCC 2006 codes 1.A.4 Residential and other sectors, 1.A.5 Non-Specified. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from fugitive emissions (subsector of the energy sector) including IPCC 2006 codes 1.A.1.bc Petroleum Refining - Manufacture of Solid Fuels and Other Energy Industries, 1.B.1 Solid Fuels, 1.B.2 Oil and Natural Gas, 5.B. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from industrial combustion (subsector of the energy sector) including IPCC 2006 code 1.A.2 Manufacturing Industries and Construction. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from industrial processes including IPCC 2006 codes 2.A.1 Cement production, 2.A.2 Lime production, 2.A.3 Glass Production, 2.A.4 Other Process Uses of Carbonates, 2.B Chemical Industry, 2.C Metal Industry, 2.D Non-Energy Products from Fuels and Solvent Use, 2.E Electronics Industry, 2.F Product Uses as Substitutes for Ozone Depleting Substances, 2.G Other Product Manufacture and Use and 5.A Indirect N2O emissions from the atmospheric deposition of nitrogen in NOx and NH3). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF.. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from electricity and heat generation (subsector of the energy sector) including IPCC 2006 code 1.A.1.a. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from the transportation sector (subsector of the energy sector) including IPCC 2006 codes 1.A.3.a Civil Aviation, 1.A.3.b_noRES Road Transportation no resuspension, 1.A.3.c Railways, 1.A.3.d Water-borne Navigation, 1.A.3.e Other Transportation. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from the waste sector. This includes emissions from solid waste (IPCC 2006 codes 4.A Solid Waste Disposal, 4.B Biological Treatment of Solid Waste, 4.C Incineration and Open Burning of Waste) and wastewater treatment (IPCC 2006 code 4.D Wastewater Treatment and Discharge). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
Change of emissions (as %) of current year with respect to emissions in baseline year 1990 emissions of methane (CH4), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF.. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5). Negative values indicate that the emission level for that year is lower than the emissions level in 1990.
A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the agricultural sector. This includes emissions from livestock (IPCC 2006 codes 3.A.1 (enteric fermentation, 3.a.2 (manure management) and crops (IPCC 2006 codes 3.C.1 Emissions from biomass burning, 3.C.2 Liming, 3.C.3 Urea application, 3.C.4 Direct N2O Emissions from managed soils, 3.C.5 Indirect N2O Emissions from managed soils, 3.C.6 Indirect N2O Emissions from manure management, 3.C.7 Rice cultivations). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the building sector (subsector of the energy sector) including IPCC 2006 codes 1.A.4 Residential and other sectors, 1.A.5 Non-Specified. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from fugitive emissions (subsector of the energy sector) including IPCC 2006 codes 1.A.1.bc Petroleum Refining - Manufacture of Solid Fuels and Other Energy Industries, 1.B.1 Solid Fuels, 1.B.2 Oil and Natural Gas, 5.B. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from industrial combustion (subsector of the energy sector) including IPCC 2006 code 1.A.2 Manufacturing Industries and Construction. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from industrial processes including IPCC 2006 codes 2.A.1 Cement production, 2.A.2 Lime production, 2.A.3 Glass Production, 2.A.4 Other Process Uses of Carbonates, 2.B Chemical Industry, 2.C Metal Industry, 2.D Non-Energy Products from Fuels and Solvent Use, 2.E Electronics Industry, 2.F Product Uses as Substitutes for Ozone Depleting Substances, 2.G Other Product Manufacture and Use and 5.A Indirect N2O emissions from the atmospheric deposition of nitrogen in NOx and NH3). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
Net flux of carbon dioxide (CO2) in the category "Deforestation".
Net flux of carbon dioxide (CO2) in the category "Forest land".
Net flux of carbon dioxide (CO2) from Land Use, Land Use Change and Forestry LULUCF, excluding non-ropical fires at the country level.
Net flux of carbon dioxide (CO2) in the category "Other land".
Net flux of carbon dioxide (CO2) in the category "Organic soil".
A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF.. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
Total annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF, standardized to carbon dioxide equivalent values divided by the economy's population. This measure excludes GHG fluxes caused by Land Use Change Land Use and Forestry (LULUCF), as these fluxes have larger uncertainties.
A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from electricity and heat generation (subsector of the energy sector) including IPCC 2006 code 1.A.1.a. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
Annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF divided by the GDP in constant 2021 US$.
Annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF divided by the GDP in 2021 PPP $.
A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the transportation sector (subsector of the energy sector) including IPCC 2006 codes 1.A.3.a Civil Aviation, 1.A.3.b_noRES Road Transportation no resuspension, 1.A.3.c Railways, 1.A.3.d Water-borne Navigation, 1.A.3.e Other Transportation. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the waste sector. This includes emissions from solid waste (IPCC 2006 codes 4.A Solid Waste Disposal, 4.B Biological Treatment of Solid Waste, 4.C Incineration and Open Burning of Waste) and wastewater treatment (IPCC 2006 code 4.D Wastewater Treatment and Discharge). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
Change of emissions (as %) of current year with respect to emissions in baseline year 1990 emissions of carbon dioxide (CO2), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF.. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5). Negative values indicate that the emission level for that year is lower than the emissions level in 1990.
A measure of annual emissions of fluorinated gases (hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulphurhexafluoride (SF6)), from industrial processes including IPCC 2006 codes 2.B Chemical Industry, 2.C Metal Industry, 2.E Electronics Industry, 2.F Product Uses as Substitutes for Ozone Depleting Substances, 2.G Other Product Manufacture and Use The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from the agricultural sector. This includes emissions from livestock (IPCC 2006 codes 3.A.1 (enteric fermentation, 3.a.2 (manure management) and crops (IPCC 2006 codes 3.C.1 Emissions from biomass burning, 3.C.2 Liming, 3.C.3 Urea application, 3.C.4 Direct N2O Emissions from managed soils, 3.C.5 Indirect N2O Emissions from managed soils, 3.C.6 Indirect N2O Emissions from manure management, 3.C.7 Rice cultivations). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from the building sector (subsector of the energy sector) including IPCC 2006 codes 1.A.4 Residential and other sectors, 1.A.5 Non-Specified. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from fugitive emissions (subsector of the energy sector) including IPCC 2006 codes 1.A.1.bc Petroleum Refining - Manufacture of Solid Fuels and Other Energy Industries, 1.B.1 Solid Fuels, 1.B.2 Oil and Natural Gas, 5.B. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from industrial combustion (subsector of the energy sector) including IPCC 2006 code 1.A.2 Manufacturing Industries and Construction. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from industrial processes including IPCC 2006 codes 2.A.1 Cement production, 2.A.2 Lime production, 2.A.3 Glass Production, 2.A.4 Other Process Uses of Carbonates, 2.B Chemical Industry, 2.C Metal Industry, 2.D Non-Energy Products from Fuels and Solvent Use, 2.E Electronics Industry, 2.F Product Uses as Substitutes for Ozone Depleting Substances, 2.G Other Product Manufacture and Use and 5.A Indirect N2O emissions from the atmospheric deposition of nitrogen in NOx and NH3). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF.. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from electricity and heat generation (subsector of the energy sector) including IPCC 2006 code 1.A.1.a. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from the transportation sector (subsector of the energy sector) including IPCC 2006 codes 1.A.3.a Civil Aviation, 1.A.3.b_noRES Road Transportation no resuspension, 1.A.3.c Railways, 1.A.3.d Water-borne Navigation, 1.A.3.e Other Transportation. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
A measure of annual emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from the waste sector. This includes emissions from solid waste (IPCC 2006 codes 4.A Solid Waste Disposal, 4.B Biological Treatment of Solid Waste, 4.C Incineration and Open Burning of Waste) and wastewater treatment (IPCC 2006 code 4.D Wastewater Treatment and Discharge). The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5).
Change of emissions (as %) of current year with respect to emissions in baseline year 1990 emissions of nitrous oxide (N2O), one of the six Kyoto greenhouse gases (GHG), from the agriculture, energy, waste, and industrial sectors, excluding LULUCF.. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5). Negative values indicate that the emission level for that year is lower than the emissions level in 1990.
Change of emissions (as %) of current year with respect to emissions in baseline year 1990 emissions of the six greenhouse gases (GHG) covered by the Kyoto Protocol (carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulphurhexafluoride (SF6)) from the energy, industry, waste, and agriculture sectors, standardized to carbon dioxide equivalent values. This measure excludes GHG fluxes caused by Land Use Change Land Use and Forestry (LULUCF), as these fluxes have larger uncertainties. The measure is standardized to carbon dioxide equivalent values using the Global Warming Potential (GWP) factors of IPCC's 5th Assessment Report (AR5) to combine different GHGs. Negative values indicate that the emission level for that year is lower than the emissions level in 1990.
Higher plants are native vascular plant species. Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.
Mammal species are mammals excluding whales and porpoises. Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.
The non-agricultural population is obtained as a residual of agricultural population from the total population.
Population density is midyear population divided by land area in square kilometers. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship--except for refugees not permanently settled in the country of asylum, who are generally considered part of the population of their country of origin. Land area is a country's total area, excluding area under inland water bodies, national claims to continental shelf, and exclusive economic zones. In most cases the definition of inland water bodies includes major rivers and lakes.
Rural population below 5m is the percentage of the total population, living in areas where the elevation is 5 meters or less.
Urban population below 5m is the percentage of the total population, living in areas where the elevation is 5 meters or less.
Population below 5m is the percentage of the total population living in areas where the elevation is 5 meters or less.
Population living in slums is the proportion of the urban population living in slum households. A slum household is defined as a group of individuals living under the same roof lacking one or more of the following conditions: access to improved water, access to improved sanitation, sufficient living area, housing durability, and security of tenure, as adopted in the Millennium Development Goal Target 7.D. The successor, the Sustainable Development Goal 11.1.1, considers inadequate housing (housing affordability) to complement the above definition of slums/informal settlements.
Rural population density is the rural population divided by the arable land area. Rural population is calculated as the difference between the total population and the urban population. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.
Population in largest city is the urban population living in the country's largest metropolitan area.
Population in largest city is the percentage of a country's urban population living in that country's largest metropolitan area.
Population in urban agglomerations of more than one million is the country's population living in metropolitan areas that in 2018 had a population of more than one million people.
Population in urban agglomerations of more than one million is the percentage of a country's population living in metropolitan areas that in 2018 had a population of more than one million people.
The alternative dispute resolution evaluates two aspects: (i) whether domestic commercial arbitration is regulated by law, all disputes can be submitted to arbitration and valid arbitration clauses are usually enforced by courts; and (ii) whether voluntary mediation and/or conciliation are a recognized way of resolving commercial disputes, they are regulated by law and there are financial incentives for parties to attempt mediation of conciliation. The index is computed based on the methodology in the DB17-20 studies.
The attorney fees are the fees that plaintiff must advance to a local attorney in the standardized case, regardless of final reimbursement.
The cost to enforce contracts is recorded as a percentage of the claim value, assumed to be equivalent to 200% of income per capita or $5,000, whichever is greater. Three types of costs are recorded: average attorney fees, court costs and enforcement costs. Bribes are not taken into account.
The score for cost to enforce contracts 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 case management evaluates six aspects of the court case management system: (i) whether there are regulations setting time standards for key court events; (ii) whether there are regulations on adjournments and continuances; (iii) whether performance measurement reports are publicly available; (iv) whether a pretrial conference is available; (v) whether an electronic case management system for judges is available; and (vi) whether an electronic case management system for lawyers is available. The index is computed based on the methodology in the DB17-20 studies.
The court automation evaluates four aspects: (i) whether the initial complaint can be filed electronically; (ii) whether the initial complaint can be served electronically; (iii) whether court fees can be paid electronically; and (iv) whether judgments rendered in commercial matters are made available to the public. The index is computed based on the methodology in the DB17-20 studies.
The court fees include all costs that plaintiff must advance to the court, regardless of the final cost borne by plaintiff. Court costs include the fees that the parties must pay to obtain an expert opinion, regardless of whether they are paid to the court or to the expert directly.
The court structure and proceedings evaluates five aspects of the court system: (i) whether a specialized commercial court, division or section is available; (ii) whether a small claims court and/or simplified procedure for small claims is available; (iii) whether pretrial attachment of defendant's movable assets is available; (iv) whether new cases are assigned randomly and through an automated system to judges; and (v) whether a woman’s testimony in court carries the same evidentiary weight as that of a man's. The index is computed based on the methodology in the DB17-20 studies.
The score for enforcing contracts is the simple average of the scores for each of the component indicators: the procedures, time and cost for resolving a commercial dispute through a local first-instance court. The score is computed based on the methodology in the DB04-15 studies.
The score for enforcing contracts is the simple average of the scores for each of the component indicators: the time and cost for resolving a commercial dispute through a local first-instance court, as well as the quality of judicial processes that promotes quality and efficiency in the court system. The score is computed based on the methodology in the DB17-20 studies.
The enforcement fees are all costs that plaintiff must advance to enforce the judgment through a public sale of defendant’s movable assets, regardless of the final cost borne by plaintiff.
The time for enforcement of judgment captures the time from the moment the time to appeal has elapsed until the money is recovered by the winning party.
The time for filing and service captures the time from the moment plaintiff decides to sue until defendant is served.
The procedures to enforce contracts records the list of procedural steps compiled for each economy that traces the chronology of a commercial dispute before the relevant court. A procedure is defined as any interaction, required by law or commonly carried out in practice, between the parties or between them and the judge or court officer. The component indicator is computed based on the methodology in the DB04-15 studies.
The score for procedures to enforce contracts 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 DB04-15 studies.
The score for quality of judicial processes 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 quality of judicial processes index is the sum of the court structure and proceedings, case management, court automation and alternative dispute resolution. The index is computed based on the methodology in the DB17-20 studies.
The ranking of economies on the ease of enforcing contracts is determined by sorting their scores for enforcing contracts.
The time for trial and judgment captures the time from the moment defendant is served until the time to appeal has elapsed.
The time to enforce contracts is recorded in calendar days, counted from the moment plaintiff decides to file the lawsuit in court until payment. The average duration of the following three different stages of dispute resolution is recorded: (i) filing and service, (ii) trial and judgment, and (iii) enforcement.
The score for time to enforce contracts 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.
An indicator of price movements of goods and services consumed by households in urban areas based on retail transactions.
An indicator of price movements of goods and services consumed by households in urban areas based on retail transactions.
An indicator of price movements of goods and services consumed by households in urban areas based on retail transactions.
Fuel prices refer to the pump prices of the most widely sold grade of diesel fuel. Prices have been converted from the local currency to U.S. dollars.
Fuel prices refer to the pump prices of the most widely sold grade of gasoline. Prices have been converted from the local currency to U.S. dollars.
GEF benefits index for biodiversity is a composite index of relative biodiversity potential for each country based on the species represented in each country, their threat status, and the diversity of habitat types in each country. The index has been normalized so that values run from 0 (no biodiversity potential) to 100 (maximum biodiversity potential).
Aquaculture is understood to mean the farming of aquatic organisms including fish, molluscs, crustaceans and aquatic plants. Aquaculture production specifically refers to output from aquaculture activities, which are designated for final harvest for consumption.
Capture fisheries production measures the volume of fish catches landed by a country for all commercial, industrial, recreational and subsistence purposes.
Total fisheries production measures the volume of aquatic species caught by a country for all commercial, industrial, recreational and subsistence purposes. The harvest from mariculture, aquaculture and other kinds of fish farming is also included.
Average annual deforestation refers to the permanent conversion of natural forest area to other uses, including shifting cultivation, permanent agriculture, ranching, settlements, and infrastructure development. Deforested areas do not include areas logged but intended for regeneration or areas degraded by fuelwood gathering, acid precipitation, or forest fires. Negative numbers indicate an increase in forest area.
Water productivity is calculated as GDP in constant prices divided by annual total water withdrawal.
Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for agriculture are total withdrawals for irrigation and livestock production. Data are for the most recent year available for 1987-2002.
Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for domestic uses include drinking water, municipal use or supply, and use for public services, commercial establishments, and homes. Data are for the most recent year available for 1987-2002.
Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for industry are total withdrawals for direct industrial use (including withdrawals for cooling thermoelectric plants). Data are for the most recent year available for 1987-2002.
The level of water stress: freshwater withdrawal as a proportion of available freshwater resources is the ratio between total freshwater withdrawn by all major sectors and total renewable freshwater resources, after taking into account environmental water requirements. Main sectors, as defined by ISIC standards, include agriculture; forestry and fishing; manufacturing; electricity industry; and services. This indicator is also known as water withdrawal intensity.
Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for agriculture and industry are total withdrawals for irrigation and livestock production and for direct industrial use (including withdrawals for cooling thermoelectric plants). Withdrawals for domestic uses include drinking water, municipal use or supply, and use for public services, commercial establishments, and homes. Data are for the most recent year available for 1987-2002.
Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for agriculture and industry are total withdrawals for irrigation and livestock production and for direct industrial use (including withdrawals for cooling thermoelectric plants). Withdrawals for domestic uses include drinking water, municipal use or supply, and use for public services, commercial establishments, and homes. Data are for the most recent year available for 1987-2002.
Renewable internal freshwater resources flows refer to internal renewable resources (internal river flows and groundwater from rainfall) in the country.
Renewable internal freshwater resources flows refer to internal renewable resources (internal river flows and groundwater from rainfall) in the country. Renewable internal freshwater resources per capita are calculated using the World Bank's population estimates.
Nationally protected areas are totally or partially protected areas of at least 1,000 hectares that are designated as scientific reserves with limited public access, national parks, natural monuments, nature reserves or wildlife sanctuaries, protected landscapes, and areas managed mainly for sustainable use. Marine areas, unclassified areas, and litoral (intertidal) areas are not included. The data also do not include sites protected under local or provincial law.
Terrestrial protected areas are totally or partially protected areas of at least 1,000 hectares that are designated by national authorities as scientific reserves with limited public access, national parks, natural monuments, nature reserves or wildlife sanctuaries, protected landscapes, and areas managed mainly for sustainable use. Marine areas, unclassified areas, littoral (intertidal) areas, and sites protected under local or provincial law are excluded.
Marine protected areas are areas of intertidal or subtidal terrain--and overlying water and associated flora and fauna and historical and cultural features--that have been reserved by law or other effective means to protect part or all of the enclosed environment.
Marine protected areas are areas of intertidal or subtidal terrain--and overlying water and associated flora and fauna and historical and cultural features--that have been reserved by law or other effective means to protect part or all of the enclosed environment.
Terrestrial protected areas are totally or partially protected areas of at least 1,000 hectares that are designated by national authorities as scientific reserves with limited public access, national parks, natural monuments, nature reserves or wildlife sanctuaries, protected landscapes, and areas managed mainly for sustainable use. Marine protected areas are areas of intertidal or subtidal terrain--and overlying water and associated flora and fauna and historical and cultural features--that have been reserved by law or other effective means to protect part or all of the enclosed environment. Sites protected under local or provincial law are excluded.
Loan accounts at commercial banks include loans from banks to individuals, businesses, and others, including home mortgages, consumer loans, business loans, trade loans, student loans, emergency loans, agricultural loans, and the like. Commercial banks are banks with a full banking license. In some countries, the term "universal banks" or other terms may be used. Majority government- and state-owned banks are included in this category to the extent that they perform a broad set of retail banking functions and are regulated and supervised in the same manner as privately owned banks.
Cooperatives, credit unions, and mutuals are financial institutions that are owned and controlled by their members (customers), regardless of whether they do business exclusively with their members or with members and nonmembers.
Microfinance institutions are institutions whose primary business model is to lend to (and possibly take deposits from) the poor, often using specialized methodologies such as group lending. The data collected using this institutional classification necessarily understate the scale of microfinance because many banks, cooperatives, and specialized state-owned institutions provide microfinance services as part of their activities.
Specialized state-owned financial institutions are extensions of the government whose main purpose is to lend support to economic development and/or to provide savings, payment, and deposit services to the public. They include postal banks, government savings banks, SME lending facilities, agriculture banks, and development banks.
Bank nonperforming loans to total gross loans are the value of nonperforming loans divided by the total value of the loan portfolio (including nonperforming loans before the deduction of specific loan-loss provisions). The loan amount recorded as nonperforming should be the gross value of the loan as recorded on the balance sheet, not just the amount that is overdue.
Automated teller machines are computerized telecommunications devices that provide clients of a financial institution with access to financial transactions in a public place.
Commercial bank branches are retail locations offering a wide array of face-to-face and automated financial services. Commercial banks are banks with a full banking license. In some countries, the term "universal banks" or other terms may be used. Majority government- and state-owned banks are included in this category to the extent that they perform a broad set of retail banking functions and are regulated and supervised in the same manner as privately owned banks.
Cooperatives, credit unions, and mutuals are financial institutions that are owned and controlled by their members (customers), regardless of whether they do business exclusively with their members or with members and nonmembers.
Microfinance institutions are institutions whose primary business model is to lend to (and possibly take deposits from) the poor, often using specialized methodologies such as group lending. The data collected using this institutional classification necessarily understate the scale of microfinance because many banks, cooperatives, and specialized state-owned institutions provide microfinance services as part of their activities.
Specialized state-owned financial institutions are extensions of the government whose main purpose is to lend support to economic development and/or to provide savings, payment, and deposit services to the public. They include postal banks, government savings banks, SME lending facilities, agriculture banks, and development banks.
Bank capital to assets is the ratio of bank capital and reserves to total assets. Capital and reserves include funds contributed by owners, retained earnings, general and special reserves, provisions, and valuation adjustments. Capital includes tier 1 capital (paid-up shares and common stock), which is a common feature in all countries' banking systems, and total regulatory capital, which includes several specified types of subordinated debt instruments that need not be repaid if the funds are required to maintain minimum capital levels (these comprise tier 2 and tier 3 capital). Total assets include all nonfinancial and financial assets.
Commercial bank branches are retail locations of resident commercial banks and other resident banks that function as commercial banks that provide financial services to customers and are physically separated from the main office but not organized as legally separated subsidiaries.
Borrowers from commercial banks are the reported number of resident customers that are nonfinancial corporations (public and private) and households who obtained loans from commercial banks and other banks functioning as commercial banks. For many countries data cover the total number of loan accounts due to lack of information on loan account holders.
Depositors with commercial banks are the reported number of deposit account holders at commercial banks and other resident banks functioning as commercial banks that are resident nonfinancial corporations (public and private) and households. For many countries data cover the total number of deposit accounts due to lack of information on account holders. The major types of deposits are checking accounts, savings accounts, and time deposits.
Deposit accounts are accounts at commercial banks that allow money to be deposited and withdrawn by the account holder. The major types of deposits are checking accounts, savings accounts, and time deposits. Commercial banks are banks with a full banking license. In some countries, the term "universal banks" or other terms may be used. Majority government- and state-owned banks are included in this category to the extent that they perform a broad set of retail banking functions and are regulated and supervised in the same manner as privately owned banks.
Cooperatives, credit unions, and mutuals are financial institutions that are owned and controlled by their members (customers), regardless of whether they do business exclusively with their members or with members and nonmembers.
Microfinance institutions are institutions whose primary business model is to lend to (and possibly take deposits from) the poor, often using specialized methodologies such as group lending. The data collected using this institutional classification necessarily understate the scale of microfinance because many banks, cooperatives, and specialized state-owned institutions provide microfinance services as part of their activities.
Specialized state-owned financial institutions are extensions of the government whose main purpose is to lend support to economic development and/or to provide savings, payment, and deposit services to the public. They include postal banks, government savings banks, SME lending facilities, agriculture banks, and development banks.
Point-of-sale terminals are the equipment used to manage the selling process by a salesperson-accessible interface in the location where a transaction takes place.
Domestic credit to private sector by banks refers to financial resources provided to the private sector by other depository corporations (deposit taking corporations except central banks), such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises.
Ratio of bank liquid reserves to bank assets is the ratio of domestic currency holdings and deposits with the monetary authorities to claims on other governments, nonfinancial public enterprises, the private sector, and other banking institutions.
The gold component of reserves is valued at year-end (December 31) London prices.
Total reserves comprise holdings of monetary gold, special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. The gold component of these reserves is valued at year-end (December 31) London prices. Data are in current U.S. dollars.
Gross international reserves comprise holdings of monetary gold, special drawing rights, the reserve position of members in the International Monetary Fund (IMF), and holdings of foreign exchange under the control of monetary authorities. The gold component is valued at end-of-year London prices.
Total reserves comprise holdings of monetary gold, special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. The gold component of these reserves is valued at year-end (December 31) London prices.
International reserves to total external debt stocks.
Total reserves comprise holdings of monetary gold, special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. The gold component of these reserves is valued at year-end (December 31) London prices. This item shows reserves expressed in terms of the number of months of imports of goods and services they could pay for [Reserves/(Imports/12)].
The number of months for which a country's reserves can sustain its imports. Gross international reserves comprise holdings of monetary gold, special drawing rights, the reserve position of members in the International Monetary Fund (IMF), and holdings of foreign exchange under the control of monetary authorities. The gold component is valued at end-of-year London prices. Imports of goods, services and income is the sum of goods (merchandise) imports, imports of (nonfactor) services and income (factor) payments.  Data are in current US dollars.
Total reserves minus gold comprise special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. Gold holdings are excluded. Data are in current U.S. dollars.
The percentage of respondents who report opening a financial institution account for the first time to receive a wage payment.
The percentage of respondents who report opening a financial institution account for the first time to receive money from the government or to receive a wage payment.
The percentage of respondents who report opening a financial institution account for the first time to receive money from the government.
The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution.
The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, female (% age 15+)
The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, urban (% age 15+)
The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, out of labor force (% age 15+)
The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, in labor force (% age 15+)
The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, male (% age 15+)
The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, young (% ages 15-24)
The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, older (% age 25+)
The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, primary education or less (% ages 15+)
The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, secondary education or more (% ages 15+)
The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, poorest 40% (% ages 15+)
The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, richest 60% (% ages 15+)
The percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution, rural (% age 15+)
The percentage of respondents who report having an inactive account because the bank or financial institution is too far away.
Among respondents who report having an inactive account, the percentage who report that they don't use their account because the bank or financial institution is too far away.
The percentage of respondents who report having an inactive account because they have no need for an account.
Among respondents who report having an inactive account, the percentage who don't use the account because they have no need for one.
The percentage of respondents who report having an inactive account because they don't have enough money to use the account.
Among respondents who report having an inactive account, the percentage who report that they don't have enough money to use the account.
The percentage of respondents who report having an inactive account because they don't feel comfortable using the account by themselves.
Among respondents who report having an inactive account, the percentage who report that they don't feel comfortable using the account by themselves.
The percentage of respondents who report having an inactive account because they don't trust banks or financial institutions.
Among respondents who report having an inactive account, the percentage who don't use the account because they don't trust banks or financial institutions.
Among respondents with a financial institution account, the percentage who report withdrawing money from their account one or more times in the past year.
The percentage of respondents who report withdrawing money from their account two or more times per month.
Among respondents who withdrew money, the percentage who report doing so two or more times per month.
The percentage of respondents who report keeping money in a financial institution account.
The percentage of respondents who report keeping money in a financial institution account or a mobile money account.
Among respondents with an account, the percentage who report keeping money in a financial institution account or a mobile money account.
Among respondents with a financial institution account, the percentage who report keeping money in a financial institution account.
Among the share of respondents without an account, the percentage of respondents who report they can use an account at a bank or a financial institution without help, if opened.
The percentage of respondents who report that they don't have a financial institution account because financial institutions are too far away.
Among respondents who report having no account, the percentage who report that they don't have a financial institution account because financial institutions are too far away.
The percentage of respondents who report not having a financial institution account because financial services are too expensive.
Among respondents who report having no account, the percentage who report not having a financial institution account because financial services are too expensive.
The percentage of respondents who report not having a financial institution account because they lack the documentation needed to open one, such as an identity card, a wage slip, or the like.
Among respondents who report having no account, the percentage who report not having a financial institution account because they lack the documentation needed to open one, such as an identity card, a wage slip, or the like.
The percentage of respondents who report not having a financial institution account because they do not trust financial institutions.
Among respondents who report having no account, the percentage who report not having a financial institution account because they do not trust financial institutions.
The percentage of respondents who report not having a financial institution account for religious reasons.
Among respondents who report having no account, the percentage who report not having a financial institution account for religious reasons.
The percentage of respondents who report not having a financial institution account because they do not have enough money to use one.
Among respondents who report having no account, the percentage who report not having a financial institution account because they do not have enough money to use one.
The percentage of respondents who report not having a financial institution account because someone else in their family already has one.
Among respondents reporting having no account, the percentage who report not having a financial institution account because someone else in their family already has one.
The percentage of respondents who report not having a mobile money account because mobile money agents are too far away.
Among respondents who report having no account, the percentage who report not having a mobile money account because mobile money agents are too far away.
The percentage of respondents who report that they don't have a mobile money account because mobile money products are too expensive.
Among respondents who report having no account, the percentage who report that they don't have a mobile money account because mobile money products are too expensive.
The percentage of respondents who report not having a mobile money account because they don't have the necessary documentation.
Among respondents who report having no account, the percentage who report not having a mobile money account because they don't have the necessary documentation.
The percentage of respondents who report not having a mobile money account because they do not have enough money to use one.
Among respondents who report having no account, the percentage who report not having a mobile money account because they do not have enough money to use one.
The percentage of respondents who report not having a mobile money account because they use an agent or someone else to make payments.
Among respondents who report having no mobile money account, the percentage who give the reason that they use an agent or someone else to make payments.
The percentage of respondents who report not having a mobile money account because they do not have their own mobile phone.
Among respondents who report having no account, the percentage who report not having a mobile money account because they do not have their own mobile phone.
The percentage of respondents who report using a mobile money account to make payments, buy things, or to send or receive money two or more times a month.
Among respondents with a mobile money account, the percentage who report using it to make payments, buy things, or to send or receive money two or more times a month.
Among respondents with a financial institution account, the percentage who report usually obtaining cash from their account at an automated teller machine (ATM).
The percentage of respondents who report keeping money in a mobile money account.
Among respondents with a mobile money account, the percentage who report keeping money in a mobile money account.
Among respondents with a financial institution account, the percentage who report usually obtaining cash from their account over the counter in a branch of their financial institution.
The percentage of respondents who report borrowing any money using a mobile money account in the past year.
The percentage of respondents who report that they can use a mobile money account without the help of another person or a mobile money agent.
Among respondents who report having a mobile money account, the percentage who can use it without help.
The percentage of respondents who report using a mobile phone to make an in-store purchase.
The percentage of respondents who report using a mobile phone to make an in-store purchase, female (% age 15+)
The percentage of respondents who report using a mobile phone to make an in-store purchase, urban (% age 15+)
The percentage of respondents who report using a mobile phone to make an in-store purchase, out of labor force (% age 15+)
The percentage of respondents who report using a mobile phone to make an in-store purchase, in labor force (% age 15+)
The percentage of respondents who report using a mobile phone to make an in-store purchase, male (% age 15+)
The percentage of respondents who report using a mobile phone to make an in-store purchase, young (% ages 15-24)
The percentage of respondents who report using a mobile phone to make an in-store purchase, older (% age 25+)
The percentage of respondents who report using a mobile phone to make an in-store purchase, primary education or less (% ages 15+)
The percentage of respondents who report using a mobile phone to make an in-store purchase, secondary education or more (% ages 15+)
The percentage of respondents who report using a mobile phone to make an in-store purchase, poorest 40% (% ages 15+)
The percentage of respondents who report using a mobile phone to make an in-store purchase, richest 60% (% ages 15+)
The percentage of respondents who report using a mobile phone to make an in-store purchase, rural (% age 15+)
The percentage of respondents who report that after COVID-19 started, they used for the first time a debit or credit card or a mobile phone to make a purchase in-store.
Among respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store, the percentage who report doing so for the first time after COVID-19 started.
The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year.
The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, female (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, urban (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, out of labor force (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, in labor force (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, male (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, young (% ages 15-24)
The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, older (% age 25+)
The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, primary education or less (% ages 15+)
The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, richest 60% (% ages 15+)
The percentage of respondents who report using a mobile phone or the Internet to pay bills in the past year, rural (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year.
The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, female (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, urban (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, out of labor force (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, in labor force (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, male (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, young (% ages 15-24)
The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, older (% age 25+)
The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, primary education or less (% ages 15+)
The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, richest 60% (% ages 15+)
The percentage of respondents who report using a mobile phone or the Internet to send money to a relative or friend in the past year, rural (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year.
The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, female (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, urban (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, out of labor force (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, in labor force (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, male (% age 15+)
The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, young (% ages 15-24)
The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, older (% age 25+)
The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, primary education or less (% ages 15+)
The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, richest 60% (% ages 15+)
The percentage of respondents who report using a mobile phone or the Internet to buy something online in the past year, rural (% age 15+)
The percentage of respondents who report using cash only to pay upon delivery for an online purchase.
Among respondents reporting making internet purchases, the percentage who report using cash only to pay upon delivery for an online purchase.
The percentage of respondents who report using the internet to buy something online in the past year.
Among respondents reporting making internet purchases, the percentage who report using the internet to buy something online in the past year.
The percentage of respondents who report that they used the internet to buy something online for the first time after COVID-19 started.
Among respondents reporting making internet purchases, the percentage who report that they did so for the first time after COVID-19 started.
The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business.
The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, female (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, urban (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, out of labor force (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, in labor force (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, male (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, young (% ages 15-24)
The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, older (% age 25+)
The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, primary education or less (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, secondary education or more (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, poorest 40% (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, richest 60% (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year to start, operate, or expand a farm or business, rural (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year for old age.
The percentage of respondents who report saving or setting aside any money in the past year for old age, female (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year for old age, urban (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year for old age, out of labor force (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year for old age, in labor force (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year for old age, male (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year for old age, young (% ages 15-24)
The percentage of respondents who report saving or setting aside any money in the past year for old age, older (% age 25+)
The percentage of respondents who report saving or setting aside any money in the past year for old age, primary education or less (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year for old age, secondary education or more (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year for old age, poorest 40% (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year for old age, richest 60% (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year for old age, rural (% age 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year.
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, female (% age 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, urban (% age 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, out of labor force (% age 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, in labor force (% age 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, male (% age 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, young (% ages 15-24)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, older (% age 25+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, primary education or less (% ages 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, richest 60% (% ages 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution or using a mobile money account to save in the past year, rural (% age 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year.
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, female (% age 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, urban (% age 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, out of labor force (% age 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, in labor force (% age 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, male (% age 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, young (% ages 15-24)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, older (% age 25+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, primary education or less (% ages 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, richest 60% (% ages 15+)
The percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past year, rural (% age 15+)
The percentage of respondents who report saving money using a mobile money account.
The percentage of respondents who report saving money using a mobile money account, female (% age 15+)
The percentage of respondents who report saving money using a mobile money account, urban (% age 15+)
The percentage of respondents who report saving money using a mobile money account, out of labor force (% age 15+)
The percentage of respondents who report saving money using a mobile money account, in labor force (% age 15+)
The percentage of respondents who report saving money using a mobile money account, male (% age 15+)
The percentage of respondents who report saving money using a mobile money account, young (% ages 15-24)
The percentage of respondents who report saving money using a mobile money account, older (% age 25+)
The percentage of respondents who report saving money using a mobile money account, primary education or less (% ages 15+)
The percentage of respondents who report saving money using a mobile money account, secondary education or more (% ages 15+)
The percentage of respondents who report saving money using a mobile money account, poorest 40% (% ages 15+)
The percentage of respondents who report saving money using a mobile money account, richest 60% (% ages 15+)
The percentage of respondents who report saving money using a mobile money account, rural (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family.
The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, female (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, urban (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, out of labor force (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, in labor force (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, male (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, young (% ages 15-24)
The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, older (% age 25+)
The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, primary education or less (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, secondary education or more (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, poorest 40% (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, richest 60% (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year by using an informal savings club or a person outside the family, rural (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year for education or school fees.
The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, female (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, urban (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, out of labor force (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, in labor force (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, male (% age 15+)
The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, young (% ages 15-24)
The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, older (% age 25+)
The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, primary education or less (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, secondary education or more (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, poorest 40% (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, richest 60% (% ages 15+)
The percentage of respondents who report saving or setting aside any money in the past year for education or school fees, rural (% age 15+)
The percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past 12 months.
The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land.
The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, female (% age 15+)
The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, urban (% age 15+)
The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, out of labor force (% age 15+)
The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, in labor force (% age 15+)
The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, male (% age 15+)
The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, young (% ages 15-24)
The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, older (% age 25+)
The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, primary education or less (% ages 15+)
The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, secondary education or more (% ages 15+)
The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, poorest 40% (% ages 15+)
The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, richest 60% (% ages 15+)
The percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land, rural (% age 15+)
The percentage of respondents who report having a debit or credit card.
The percentage of respondents who report having a debit or credit card, female (% age 15+)
The percentage of respondents who report having a debit or credit card, urban (% age 15+)
The percentage of respondents who report having a debit or credit card, out of labor force (% age 15+)
The percentage of respondents who report having a debit or credit card, in labor force (% age 15+)
The percentage of respondents who report having a debit or credit card, male (% age 15+)
The percentage of respondents who report having a debit or credit card, young (% ages 15-24)
The percentage of respondents who report having a debit or credit card, older (% age 25+)
The percentage of respondents who report having a debit or credit card, primary education or less (% ages 15+)
The percentage of respondents who report having a debit or credit card, secondary education or more (% ages 15+)
The percentage of respondents who report having a debit or credit card, poorest 40% (% ages 15+)
The percentage of respondents who report having a debit or credit card, richest 60% (% ages 15+)
The percentage of respondents who report having a debit or credit card, rural (% age 15+)
The percentage of respondents who report having a debit card.
The percentage of respondents who report having a debit card, female (% age 15+)
The percentage of respondents who report having a debit card, urban (% age 15+)
The percentage of respondents who report having a debit card, out of labor force (% age 15+)
The percentage of respondents who report having a debit card, in labor force (% age 15+)
The percentage of respondents who report having a debit card, male (% age 15+)
The percentage of respondents who report having a debit card, young (% ages 15-24)
The percentage of respondents who report having a debit card, older (% age 25+)
The percentage of respondents who report having a debit card, primary education or less (% ages 15+)
The percentage of respondents who report having a debit card, secondary education or more (% ages 15+)
The percentage of respondents who report having a debit card, poorest 40% (% ages 15+)
The percentage of respondents who report having a debit card, richest 60% (% ages 15+)
The percentage of respondents who report having a debit card, rural (% age 15+)
The percentage of respondents who report borrowing any money for health or medical purposes in the past year.
The percentage of respondents who report borrowing any money for health or medical purposes in the past year, female (% age 15+)
The percentage of respondents who report borrowing any money for health or medical purposes in the past year, urban (% age 15+)
The percentage of respondents who report borrowing any money for health or medical purposes in the past year, out of labor force (% age 15+)
The percentage of respondents who report borrowing any money for health or medical purposes in the past year, in labor force (% age 15+)
The percentage of respondents who report borrowing any money for health or medical purposes in the past year, male (% age 15+)
The percentage of respondents who report borrowing any money for health or medical purposes in the past year, young (% ages 15-24)
The percentage of respondents who report borrowing any money for health or medical purposes in the past year, older (% age 25+)
The percentage of respondents who report borrowing any money for health or medical purposes in the past year, primary education or less (% ages 15+)
The percentage of respondents who report borrowing any money for health or medical purposes in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report borrowing any money for health or medical purposes in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report borrowing any money for health or medical purposes in the past year, richest 60% (% ages 15+)
The percentage of respondents who report borrowing any money for health or medical purposes in the past year, rural (% age 15+)
The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year.
The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, female (% age 15+)
The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, urban (% age 15+)
The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, out of labor force (% age 15+)
The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, in labor force (% age 15+)
The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, male (% age 15+)
The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, young (% ages 15-24)
The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, older (% age 25+)
The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, primary education or less (% ages 15+)
The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, richest 60% (% ages 15+)
The percentage of respondents who report borrowing any money to start, operate, or expand a farm or business in the past year, rural (% age 15+)
The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year.
The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, female (% age 15+)
The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, urban (% age 15+)
The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, out of labor force (% age 15+)
The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, in labor force (% age 15+)
The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, male (% age 15+)
The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, young (% ages 15-24)
The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, older (% age 25+)
The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, primary education or less (% ages 15+)
The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, richest 60% (% ages 15+)
The percentage of respondents who report borrowing any money from a store by using installment credit or buying on credit in the past year, rural (% age 15+)
The percentage of respondents who report borrowing any money for education or school fees in the past year.
The percentage of respondents who report borrowing any money for education or school fees in the past year, female (% age 15+)
The percentage of respondents who report borrowing any money for education or school fees in the past year, urban (% age 15+)
The percentage of respondents who report borrowing any money for education or school fees in the past year, out of labor force (% age 15+)
The percentage of respondents who report borrowing any money for education or school fees in the past year, in labor force (% age 15+)
The percentage of respondents who report borrowing any money for education or school fees in the past year, male (% age 15+)
The percentage of respondents who report borrowing any money for education or school fees in the past year, young (% ages 15-24)
The percentage of respondents who report borrowing any money for education or school fees in the past year, older (% age 25+)
The percentage of respondents who report borrowing any money for education or school fees in the past year, primary education or less (% ages 15+)
The percentage of respondents who report borrowing any money for education or school fees in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report borrowing any money for education or school fees in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report borrowing any money for education or school fees in the past year, richest 60% (% ages 15+)
The percentage of respondents who report borrowing any money for education or school fees in the past year, rural (% age 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year.
The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, female (% age 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, urban (% age 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, out of labor force (% age 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, in labor force (% age 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, male (% age 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, young (% ages 15-24)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, older (% age 25+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, primary education or less (% ages 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, richest 60% (% ages 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution, or using a credit card, or using a mobile money account in the past year, rural (% age 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year.
The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, female (% age 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, urban (% age 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, out of labor force (% age 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, in labor force (% age 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, male (% age 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, young (% ages 15-24)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, older (% age 25+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, primary education or less (% ages 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, richest 60% (% ages 15+)
The percentage of respondents who report borrowing any money from a bank or another type of financial institution or using a credit card in the past year, rural (% age 15+)
The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year.
The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, female (% age 15+)
The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, urban (% age 15+)
The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, out of labor force (% age 15+)
The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, in labor force (% age 15+)
The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, male (% age 15+)
The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, young (% ages 15-24)
The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, older (% age 25+)
The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, primary education or less (% ages 15+)
The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, richest 60% (% ages 15+)
The percentage of respondents who report borrowing any money from family, relatives, or friends in the past year, rural (% age 15+)
The percentage of respondents who report borrowing any money from an informal savings club in the past year.
The percentage of respondents who report borrowing any money from an informal savings club in the past year, female (% age 15+)
The percentage of respondents who report borrowing any money from an informal savings club in the past year, urban (% age 15+)
The percentage of respondents who report borrowing any money from an informal savings club in the past year, out of labor force (% age 15+)
The percentage of respondents who report borrowing any money from an informal savings club in the past year, in labor force (% age 15+)
The percentage of respondents who report borrowing any money from an informal savings club in the past year, male (% age 15+)
The percentage of respondents who report borrowing any money from an informal savings club in the past year, young (% ages 15-24)
The percentage of respondents who report borrowing any money from an informal savings club in the past year, older (% age 25+)
The percentage of respondents who report borrowing any money from an informal savings club in the past year, primary education or less (% ages 15+)
The percentage of respondents who report borrowing any money from an informal savings club in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report borrowing any money from an informal savings club in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report borrowing any money from an informal savings club in the past year, richest 60% (% ages 15+)
The percentage of respondents who report borrowing any money from an informal savings club in the past year, rural (% age 15+)
The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 7 days and list savings as their main source of emergency funds.
The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 30 days and list savings as their main source of emergency funds.
The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 7 days and list family, relatives, or friends as their main source of emergency funds.
The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 30 days and list family, relatives, or friends as their main source of emergency funds.
The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 7 days and list money from working as their main source of emergency funds.
The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 30 days and list money from working as their main source of emergency funds.
The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 7 days and list borrowing from a bank, employer, or private lender as their main source of emergency funds.
The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 30 days and list borrowing from a bank, employer, or private lender as their main source of emergency funds.
The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 7 days and list selling assets as their main source of emergency funds.
The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 30 days and list selling assets as their main source of emergency funds.
The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 7 days and list some other source as their main source of emergency funds.
The percentage of respondents who say it is somewhat difficult, very difficult, or not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in the next 30 days and list some other source as their main source of emergency funds.
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days.
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, female (% age 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, urban (% age 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, out of labor force (% age 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, in labor force (% age 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, male (% age 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, young (% ages 15-24)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, older (% age 25+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, primary education or less (% ages 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, secondary education or more (% ages 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, poorest 40% (% ages 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, richest 60% (% ages 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, rural (% age 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days.
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, female (% age 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, urban (% age 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, out of labor force (% age 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, in labor force (% age 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, male (% age 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, young (% ages 15-24)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, older (% age 25+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, primary education or less (% ages 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, secondary education or more (% ages 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, poorest 40% (% ages 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, richest 60% (% ages 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 30 days, rural (% age 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days.
The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, female (% age 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, urban (% age 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, out of labor force (% age 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, in labor force (% age 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, male (% age 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, young (% ages 15-24)
The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, older (% age 25+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, primary education or less (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, secondary education or more (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, poorest 40% (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, richest 60% (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, rural (% age 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days.
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, female (% age 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, urban (% age 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, out of labor force (% age 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, in labor force (% age 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, male (% age 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, young (% ages 15-24)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, older (% age 25+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, primary education or less (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, secondary education or more (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, poorest 40% (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, richest 60% (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult to come up with 1/20 of GNI per capita in local currency units in 30 days, rural (% age 15+)
The percentage of respondents who say it is possible--whether"difficult,""somewhat difficult,"or"not very difficult"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days.
The percentage of respondents who say it is possible--whether"difficult,""somewhat difficult,"or"not very difficult"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, female (% age 15+)
The percentage of respondents who say it is possible--whether"difficult,""somewhat difficult,"or"not very difficult"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, urban (% age 15+)
The percentage of respondents who say it is possible--whether"difficult,""somewhat difficult,"or"not very difficult"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, out of labor force (% age 15+)
The percentage of respondents who say it is possible--whether"difficult,""somewhat difficult,"or"not very difficult"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, in labor force (% age 15+)
The percentage of respondents who say it is possible--whether"difficult,""somewhat difficult,"or"not very difficult"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, male (% age 15+)
The percentage of respondents who say it is possible--whether"difficult,""somewhat difficult,"or"not very difficult"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, young (% ages 15-24)
The percentage of respondents who say it is possible--whether"difficult,""somewhat difficult,"or"not very difficult"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, older (% age 25+)
The percentage of respondents who say it is possible--whether"difficult,""somewhat difficult,"or"not very difficult"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, primary education or less (% ages 15+)
The percentage of respondents who say it is possible--whether"difficult,""somewhat difficult,"or"not very difficult"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, secondary education or more (% ages 15+)
The percentage of respondents who say it is possible--whether"difficult,""somewhat difficult,"or"not very difficult"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, poorest 40% (% ages 15+)
The percentage of respondents who say it is possible--whether"difficult,""somewhat difficult,"or"not very difficult"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, richest 60% (% ages 15+)
The percentage of respondents who say it is possible--whether"difficult,""somewhat difficult,"or"not very difficult"--for them to come up with with 1/20 of GNI per capita in local currency units in 30 days, rural (% age 15+)
The percentage of respondents who, when asked, say it is not possible--and say no to "very difficult,""somewhat difficult," or "not difficult at all"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused.
The percentage of respondents who, when asked, say it is not possible--and say no to "very difficult,""somewhat difficult," or "not difficult at all"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, female (% age 15+)
The percentage of respondents who, when asked, say it is not possible--and say no to "very difficult,""somewhat difficult," or "not difficult at all"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, urban (% age 15+)
The percentage of respondents who, when asked, say it is not possible--and say no to "very difficult,""somewhat difficult," or "not difficult at all"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, out of labor force (% age 15+)
The percentage of respondents who, when asked, say it is not possible--and say no to "very difficult,""somewhat difficult," or "not difficult at all"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, in labor force (% age 15+)
The percentage of respondents who, when asked, say it is not possible--and say no to "very difficult,""somewhat difficult," or "not difficult at all"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, male (% age 15+)
The percentage of respondents who, when asked, say it is not possible--and say no to "very difficult,""somewhat difficult," or "not difficult at all"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, young (% ages 15-24)
The percentage of respondents who, when asked, say it is not possible--and say no to "very difficult,""somewhat difficult," or "not difficult at all"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, older (% age 25+)
The percentage of respondents who, when asked, say it is not possible--and say no to "very difficult,""somewhat difficult," or "not difficult at all"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, primary education or less (% ages 15+)
The percentage of respondents who, when asked, say it is not possible--and say no to "very difficult,""somewhat difficult," or "not difficult at all"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, secondary education or more (% ages 15+)
The percentage of respondents who, when asked, say it is not possible--and say no to "very difficult,""somewhat difficult," or "not difficult at all"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, poorest 40% (% ages 15+)
The percentage of respondents who, when asked, say it is not possible--and say no to "very difficult,""somewhat difficult," or "not difficult at all"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, richest 60% (% ages 15+)
The percentage of respondents who, when asked, say it is not possible--and say no to "very difficult,""somewhat difficult," or "not difficult at all"--to come up with 1/20 of GNI per capita in local currency units in 30 days. This also includes the share of adults who say do not know or refused, rural (% age 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days.
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, female (% age 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, urban (% age 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, out of labor force (% age 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, in labor force (% age 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, male (% age 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, young (% ages 15-24)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, older (% age 25+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, primary education or less (% ages 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, secondary education or more (% ages 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, poorest 40% (% ages 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, richest 60% (% ages 15+)
The percentage of respondents who say it is possible and very difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, rural (% age 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days.
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, female (% age 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, urban (% age 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, out of labor force (% age 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, in labor force (% age 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, male (% age 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, young (% ages 15-24)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, older (% age 25+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, primary education or less (% ages 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, secondary education or more (% ages 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, poorest 40% (% ages 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, richest 60% (% ages 15+)
The percentage of respondents who say it is possible and somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, rural (% age 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days.
The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, female (% age 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, urban (% age 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, out of labor force (% age 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, in labor force (% age 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, male (% age 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, young (% ages 15-24)
The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, older (% age 25+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, primary education or less (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, secondary education or more (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, poorest 40% (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, richest 60% (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all for them to come up with 1/20 of GNI per capita in local currency units in 7 days, rural (% age 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days.
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, female (% age 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, urban (% age 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, out of labor force (% age 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, in labor force (% age 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, male (% age 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, young (% ages 15-24)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, older (% age 25+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, primary education or less (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, secondary education or more (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, poorest 40% (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, richest 60% (% ages 15+)
The percentage of respondents who say it is possible and not difficult at all or somewhat difficult for them to come up with 1/20 of GNI per capita in local currency units in 7 days, rural (% age 15+)
The percentage of respondents who say it is possible--whether "difficult," "somewhat difficult," or "not very difficult"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days.
The percentage of respondents who say it is possible--whether "difficult," "somewhat difficult," or "not very difficult"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, female (% age 15+)
The percentage of respondents who say it is possible--whether "difficult," "somewhat difficult," or "not very difficult"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, urban (% age 15+)
The percentage of respondents who say it is possible--whether "difficult," "somewhat difficult," or "not very difficult"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, out of labor force (% age 15+)
The percentage of respondents who say it is possible--whether "difficult," "somewhat difficult," or "not very difficult"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, in labor force (% age 15+)
The percentage of respondents who say it is possible--whether "difficult," "somewhat difficult," or "not very difficult"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, male (% age 15+)
The percentage of respondents who say it is possible--whether "difficult," "somewhat difficult," or "not very difficult"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, young (% ages 15-24)
The percentage of respondents who say it is possible--whether "difficult," "somewhat difficult," or "not very difficult"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, older (% age 25+)
The percentage of respondents who say it is possible--whether "difficult," "somewhat difficult," or "not very difficult"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, primary education or less (% ages 15+)
The percentage of respondents who say it is possible--whether "difficult," "somewhat difficult," or "not very difficult"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, secondary education or more (% ages 15+)
The percentage of respondents who say it is possible--whether "difficult," "somewhat difficult," or "not very difficult"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, poorest 40% (% ages 15+)
The percentage of respondents who say it is possible--whether "difficult," "somewhat difficult," or "not very difficult"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, richest 60% (% ages 15+)
The percentage of respondents who say it is possible--whether "difficult," "somewhat difficult," or "not very difficult"--to come up with 1/20 of GNI per capita in local currency units in the next 7 days, rural (% age 15+)
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country.
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, female (% age 15+)
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, urban (% age 15+)
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, out of labor force (% age 15+)
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, in labor force (% age 15+)
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, male (% age 15+)
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, young (% ages 15-24)
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, older (% age 25+)
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, primary education or less (% ages 15+)
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, secondary education or more (% ages 15+)
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, poorest 40% (% ages 15+)
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, richest 60% (% ages 15+)
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, rural (% age 15+)
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way.
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, female (% age 15+)
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, urban (% age 15+)
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, out of labor force (% age 15+)
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, in labor force (% age 15+)
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, male (% age 15+)
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, young (% ages 15-24)
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, older (% age 25+)
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, primary education or less (% ages 15+)
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, secondary education or more (% ages 15+)
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, poorest 40% (% ages 15+)
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, richest 60% (% ages 15+)
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country. This can be money they hand-delivered personally or sent in some other way, rural (% age 15+)
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, and sent or received the money using a financial institution account or a mobile money account.
Among respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, the percentage who report sending or receiving it using a financial institution account or a mobile money account.
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country, and sent it using a financial institution account or a mobile money account.
Among respondents reporting personally sending any of their money in the past year to a relative or friend living in a different area of their country, the percentage who report sending it using a financial institution account or a mobile money account.
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, and sent or received it in-person and in cash only.
Among respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, the percentage who report sending or receiving the money in-person and in cash only.
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country, and who delivered that money only by handing cash to the recipient or sending it through someone they know.
Among respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country, the percentage who report doing so only by handing cash to the recipient or sending it through someone they know.
The percentage of respondents who report personally sending or receiving any of their money in the past year to or from a relative or friend living in a different area of their country, and sent or received it over-the-counter in a branch of their financial institution; through a mobile banking agent; or through a money transfer service.
Among respondents who report personally sending or receiving any of their money in the past 12 months to or from a relative or friend living in a different area of their country, the percentage who report sending or receiving the money over the counter in a branch of their financial institution, through a mobile banking agent, or through a money transfer service.
The percentage of respondents who report personally sending any of their money in the past year to a relative or friend living in a different area of their country, and sent it over-the-counter in a branch of their financial institution; through a mobile banking agent; or through a money transfer service.
Among respondents reporting personally sending any of their money in the past year to a relative or friend living in a different area of their country, the percentage who report sending it over-the-counter in a branch of their financial institution; through a mobile banking agent; or through a money transfer service.
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person.
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, female (% age 15+)
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, urban (% age 15+)
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, out of labor force (% age 15+)
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, in labor force (% age 15+)
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, male (% age 15+)
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, young (% ages 15-24)
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, older (% age 25+)
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, primary education or less (% ages 15+)
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, secondary education or more (% ages 15+)
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, poorest 40% (% ages 15+)
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, richest 60% (% ages 15+)
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country. This includes any money received in-person, rural (% age 15+)
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country, and received it into a financial institution account or a mobile money account.
Among respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country, the percentage who report receiving it into a financial institution account or a mobile money account.
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country only by having cash handed to them by that person or by someone else they know.
Among respondents reporting personally receiving any money in the past year from a relative or friend living in a different area of their country, the percentage who report receiving it only by having cash handed to them by that person or by someone else they know.
The percentage of respondents who report personally receiving any money in the past year from a relative or friend living in a different area of their country--and received it over-the-counter in a branch of their financial institution; through a mobile banking agent; or through a money transfer service.
Among respondents reporting personally receiving any money in the past year from a relative or friend living in a different area of their country, the percentage who report receiving it over-the-counter in a branch of their financial institution; through a mobile banking agent; or through a money transfer service.
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year directly from a financial institution account or by using a mobile phone.
Among respondents reporting personally making regular payments for water, electricity, or trash collection in the past year, the percentage who report making these payments directly from a financial institution account or by using a mobile phone.
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year.
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, female (% age 15+)
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, urban (% age 15+)
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, out of labor force (% age 15+)
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, in labor force (% age 15+)
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, male (% age 15+)
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, young (% ages 15-24)
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, older (% age 25+)
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, primary education or less (% ages 15+)
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, richest 60% (% ages 15+)
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year, rural (% age 15+)
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year directly from a financial institution account.
Among respondents reporting personally making regular payments for water, electricity, or trash collection in the past year, the percentage who report making these payments directly from a financial institution account.
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year using a mobile phone.
Among respondents reporting personally making regular payments for water, electricity, or trash collection in the past year, the percentage who report making these payments using a mobile phone.
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection and did so using a financial institution account, a mobile phone, or a debit or credit card for the first time after COVID-19 started.
The percentage of respondents who report personally making regular payments for water, electricity, or trash collection in the past year using cash only.
Among respondents reporting personally making regular payments for water, electricity, or trash collection in the past year, the percentage who report making these payments using cash only.
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who report receiving that money directly into a financial institution account.
Among respondents reporting being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a financial institution account.
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money through a mobile phone.
Among respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money through a mobile phone.
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money in cash only.
Among respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money in cash only.
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from an employer in the past year in the form of a salary or wages for doing work, and who received that money directly to a card.
Among respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly to a card.
The percentage of respondents who report paying higher fees than expected to receive public sector salary or wages.
Among respondents receiving public sector wages into an account, the percentage who report paying higher fees than expected to receive them.
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money directly into a financial institution account, into a card, or into a mobile money account.
Among respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a financial institution account, into a card, or into a mobile money account.
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work.
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, female (% age 15+)
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, urban (% age 15+)
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, out of labor force (% age 15+)
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, in labor force (% age 15+)
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, male (% age 15+)
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, young (% ages 15-24)
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, older (% age 25+)
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, primary education or less (% ages 15+)
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, secondary education or more (% ages 15+)
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, poorest 40% (% ages 15+)
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, richest 60% (% ages 15+)
The percentage of respondents who report being employed by the government, military, or public sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, rural (% age 15+)
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money directly into a financial institution account.
Among respondents who report being employed in the private sector and receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a financial institution account.
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money through a mobile phone.
Among respondents reporting being employed in the private sector and receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money through a mobile phone.
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work in cash only.
Among respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money in cash only.
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money to a card.
Among respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money to a card.
The percentage of respondents who report paying higher fees than expected to receive private sector salary or wages.
Among respondents receiving private sector wages into an account, the percentage who report paying higher fees than expected to receive them.
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, and who received that money directly into a financial institution account, into a card, or through a mobile phone.
Among respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a financial institution account, into a card, or through a mobile phone.
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work.
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, female (% age 15+)
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, urban (% age 15+)
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, out of labor force (% age 15+)
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, in labor force (% age 15+)
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, male (% age 15+)
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, young (% ages 15-24)
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, older (% age 25+)
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, primary education or less (% ages 15+)
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, secondary education or more (% ages 15+)
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, poorest 40% (% ages 15+)
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, richest 60% (% ages 15+)
The percentage of respondents who report being employed in the private sector and receiving any money from their employer in the past year in the form of a salary or wages for doing work, rural (% age 15+)
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers.
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, female (% age 15+)
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, urban (% age 15+)
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, out of labor force (% age 15+)
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, in labor force (% age 15+)
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, male (% age 15+)
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, young (% ages 15-24)
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, older (% age 25+)
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, primary education or less (% ages 15+)
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, secondary education or more (% ages 15+)
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, poorest 40% (% ages 15+)
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, richest 60% (% ages 15+)
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers, rural (% age 15+)
The percentage of respondents who report personally making regular payments for school fees in the past year.
The percentage of respondents who report personally making regular payments for school fees in the past year, female (% age 15+)
The percentage of respondents who report personally making regular payments for school fees in the past year, urban (% age 15+)
The percentage of respondents who report personally making regular payments for school fees in the past year, out of labor force (% age 15+)
The percentage of respondents who report personally making regular payments for school fees in the past year, in labor force (% age 15+)
The percentage of respondents who report personally making regular payments for school fees in the past year, male (% age 15+)
The percentage of respondents who report personally making regular payments for school fees in the past year, young (% ages 15-24)
The percentage of respondents who report personally making regular payments for school fees in the past year, older (% age 25+)
The percentage of respondents who report personally making regular payments for school fees in the past year, primary education or less (% ages 15+)
The percentage of respondents who report personally making regular payments for school fees in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report personally making regular payments for school fees in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report personally making regular payments for school fees in the past year, richest 60% (% ages 15+)
The percentage of respondents who report personally making regular payments for school fees in the past year, rural (% age 15+)
The percentage of respondents who report that they personally made regular payments for school fees in the past year using cash only.
Among respondents reporting that they personally made regular payments for school fees in the past year, the percentage who report making these payments using cash only.
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, and who received it directly into a financial institution account, into a card, or through a mobile phone.
Among respondents reporting receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a financial institution account, into a card, or through a mobile phone.
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, and who received it directly into a financial institution account.
Among respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a financial institution account.
The percentage of respondents who report personally making regular payments for school fees in the past year directly from a financial institution account.
The percentage of respondents who report personally making regular payments for school fees in the past year directly from a financial institution account or using a mobile money account.
Among respondents reporting that they personally made regular payments for school fees in the past year, the percentage who report making these payments directly from a financial institution account or using a mobile money account.
Among respondents reporting that they personally made regular payments for school fees in the past year, the percentage who report making these payments directly from a financial institution account.
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, and who received it through a mobile phone.
Among respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money through a mobile phone.
The percentage of respondents who report personally making regular payments for school fees in the past year using a mobile phone.
Among respondents reporting that they personally made regular payments for school fees in the past year, the percentage who report making these payments using a mobile phone.
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, and who received it in cash only.
Among respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money in cash only.
The percentage of respondents who report receiving any money from an employer in the past year in the form of a salary or wages for doing work, and who received it directly to a card.
Among respondents reporting receiving any money from an employer in the past year in the form of a salary or wages for doing work, the percentage who report receiving this money directly into a card.
The percentage of respondents who report paying higher fees than expected to receive a salary or wages.
Among respondents receiving wages into an account, the percentage who report paying higher fees than expected to receive them.
The percentage of respondents who report personally receiving any government transfer or pension from the government in the past year into a financial institution account.
Among respondents who report personally receiving any government transfer or pension from the government in the past year, the percentage who report receiving this payment into a financial institution account.
The percentage of respondents who report personally receiving any government transfer or pension from the government in the past year through a mobile phone.
Among respondents who report personally receiving any government transfer or pension from the government in the past year, the percentage who report receiving this payment through a mobile phone.
The percentage of respondents who report personally receiving a government transfer or pension in the past year in cash only.
Among respondents who report personally receiving a government transfer or pension from the government in the past year, the percentage who report receiving the payment in cash only.
The percentage of respondents who report personally receiving a government transfer or pension in the past year into a card.
Among respondents who report personally receiving a government transfer or pension from the government in the past year, the percentage who report receiving the payment into a card
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year into a financial institution account, into a card, or through a mobile phone.
Among respondents who report personally receiving any transfer or pension from the government in the past year, the percentage who report receiving this transfer or pension into a financial institution account, into a card, or through a mobile phone.
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector.
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, female (% age 15+)
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, urban (% age 15+)
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, out of labor force (% age 15+)
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, in labor force (% age 15+)
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, male (% age 15+)
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, young (% ages 15-24)
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, older (% age 25+)
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, primary education or less (% ages 15+)
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, secondary education or more (% ages 15+)
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, poorest 40% (% ages 15+)
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, richest 60% (% ages 15+)
The percentage of respondents who report personally receiving any transfer or pension from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes payments for a pension from the government, military, or public sector, rural (% age 15+)
The percentage of respondents who report personally receiving any transfer from the government in the past year directly into a financial institution account.
Among respondents who report personally receiving any transfer from the government in the past year, the percentage who report receiving this transfer directly into a financial institution account.
The percentage of respondents who report personally receiving any transfer from the government in the past year through a mobile phone.
Among respondents who report personally receiving any transfer from the government in the past year, the percentage who report receiving this transfer through a mobile phone.
The percentage of respondents who report personally receiving any transfer from the government in the past year in cash only.
Among respondents who report personally receiving any transfer from the government in the past year, the percentage who report receiving this transfer in cash only.
The percentage of respondents who report personally receiving any transfer from the government in the past year into a card.
Among respondents who report personally receiving any transfer from the government in the past year, the percentage who report receiving this transfer into a card.
The percentage of respondents who report personally receiving any transfer from the government in the past year directly into a financial institution account, into a card, or through a mobile phone.
Among respondents who report personally receiving any transfer from the government in the past year, the percentage who report receiving this transfer directly into a financial institution account, into a card, or through a mobile phone.
The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work.
The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, female (% age 15+)
The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, urban (% age 15+)
The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, out of labor force (% age 15+)
The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, in labor force (% age 15+)
The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, male (% age 15+)
The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, young (% ages 15-24)
The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, older (% age 25+)
The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, primary education or less (% ages 15+)
The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, secondary education or more (% ages 15+)
The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, poorest 40% (% ages 15+)
The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, richest 60% (% ages 15+)
The percentage of respondents who report personally receiving any transfer from the government in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include a pension from the government, military, or public sector; wages; or any other payments related to work, rural (% age 15+)
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year directly into a financial institution account.
Among respondents who report personally receiving a pension from the government, military, or public sector in the past year, the percentage who report receiving the pension directly into a financial institution account.
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year through a mobile phone.
Among respondents who report personally receiving a pension from the government, military, or public sector in the past year, the percentage who report receiving the pension through a mobile phone.
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year in cash only.
Among respondents who report personally receiving a pension from the government, military, or public sector in the past year, the percentage who report receiving the pension in cash only.
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year to a card.
Among respondents who report personally receiving a pension from the government, military, or public sector in the past year, the percentage who report receiving the pension to a card.
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year directly into a financial institution account, into a card, or through a mobile phone.
Among respondents who report personally receiving a pension from the government, military, or public sector in the past year, the percentage who report receiving the pension directly into a financial institution account, into a card, or through a mobile phone.
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year.
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, female (% age 15+)
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, urban (% age 15+)
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, out of labor force (% age 15+)
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, in labor force (% age 15+)
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, male (% age 15+)
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, young (% ages 15-24)
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, older (% age 25+)
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, primary education or less (% ages 15+)
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, richest 60% (% ages 15+)
The percentage of respondents who report personally receiving a pension from the government, military, or public sector in the past year, rural (% age 15+)
The percentage of respondents who report using a debit or credit card to make a purchase in the past year.
The percentage of respondents who report using their own debit card to make a purchase in the past year.
The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year.
The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, female (% age 15+)
The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, urban (% age 15+)
The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, out of labor force (% age 15+)
The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, in labor force (% age 15+)
The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, male (% age 15+)
The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, young (% ages 15-24)
The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, older (% age 25+)
The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, primary education or less (% ages 15+)
The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, richest 60% (% ages 15+)
The percentage of respondents who report personally receiving payments from any source for the sale of agricultural products, crops, produce, or livestock in the past year, rural (% age 15+)
The percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year directly into a financial institution account, into a card, or through a mobile phone.
Among respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year, the percentage who report receiving this money directly into a financial institution account, into a card, or through a mobile phone.
The percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year directly into a financial institution account.
Among respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year, the percentage who report receiving this money directly into a financial institution account.
The percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year through a mobile phone.
Among respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year, the percentage who report receiving this money through a mobile phone.
The percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year in cash only.
Among respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year, the percentage who report receiving this money in cash only.
The percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year to a card.
Among respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock in the past year, the percentage who report receiving this money to a card.
The percentage of respondents who are very worried about not having enough money for old age.
The percentage of respondents who are very worried about not having enough money for old age, female (% age 15+)
The percentage of respondents who are very worried about not having enough money for old age, urban (% age 15+)
The percentage of respondents who are very worried about not having enough money for old age, out of labor force (% age 15+)
The percentage of respondents who are very worried about not having enough money for old age, in labor force (% age 15+)
The percentage of respondents who are very worried about not having enough money for old age, male (% age 15+)
The percentage of respondents who are very worried about not having enough money for old age, young (% ages 15-24)
The percentage of respondents who are very worried about not having enough money for old age, older (% age 25+)
The percentage of respondents who are very worried about not having enough money for old age, primary education or less (% ages 15+)
The percentage of respondents who are very worried about not having enough money for old age, secondary education or more (% ages 15+)
The percentage of respondents who are very worried about not having enough money for old age, poorest 40% (% ages 15+)
The percentage of respondents who are very worried about not having enough money for old age, richest 60% (% ages 15+)
The percentage of respondents who are very worried about not having enough money for old age, rural (% age 15+)
The percentage of respondents who are somewhat worried about not having enough money for old age.
The percentage of respondents who are somewhat worried about not having enough money for old age, female (% age 15+)
The percentage of respondents who are somewhat worried about not having enough money for old age, urban (% age 15+)
The percentage of respondents who are somewhat worried about not having enough money for old age, out of labor force (% age 15+)
The percentage of respondents who are somewhat worried about not having enough money for old age, in labor force (% age 15+)
The percentage of respondents who are somewhat worried about not having enough money for old age, male (% age 15+)
The percentage of respondents who are somewhat worried about not having enough money for old age, young (% ages 15-24)
The percentage of respondents who are somewhat worried about not having enough money for old age, older (% age 25+)
The percentage of respondents who are somewhat worried about not having enough money for old age, primary education or less (% ages 15+)
The percentage of respondents who are somewhat worried about not having enough money for old age, secondary education or more (% ages 15+)
The percentage of respondents who are somewhat worried about not having enough money for old age, poorest 40% (% ages 15+)
The percentage of respondents who are somewhat worried about not having enough money for old age, richest 60% (% ages 15+)
The percentage of respondents who are somewhat worried about not having enough money for old age, rural (% age 15+)
The percentage of respondents who are not worried at all about not having enough money for old age.
The percentage of respondents who are not worried at all about not having enough money for old age, female (% age 15+)
The percentage of respondents who are not worried at all about not having enough money for old age, urban (% age 15+)
The percentage of respondents who are not worried at all about not having enough money for old age, out of labor force (% age 15+)
The percentage of respondents who are not worried at all about not having enough money for old age, in labor force (% age 15+)
The percentage of respondents who are not worried at all about not having enough money for old age, male (% age 15+)
The percentage of respondents who are not worried at all about not having enough money for old age, young (% ages 15-24)
The percentage of respondents who are not worried at all about not having enough money for old age, older (% age 25+)
The percentage of respondents who are not worried at all about not having enough money for old age, primary education or less (% ages 15+)
The percentage of respondents who are not worried at all about not having enough money for old age, secondary education or more (% ages 15+)
The percentage of respondents who are not worried at all about not having enough money for old age, poorest 40% (% ages 15+)
The percentage of respondents who are not worried at all about not having enough money for old age, richest 60% (% ages 15+)
The percentage of respondents who are not worried at all about not having enough money for old age, rural (% age 15+)
The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident.
The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, female (% age 15+)
The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, urban (% age 15+)
The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, out of labor force (% age 15+)
The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, in labor force (% age 15+)
The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, male (% age 15+)
The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, young (% ages 15-24)
The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, older (% age 25+)
The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, primary education or less (% ages 15+)
The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, secondary education or more (% ages 15+)
The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, poorest 40% (% ages 15+)
The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, richest 60% (% ages 15+)
The percentage of respondents who are very worried about not being able to pay for medical costs in the case of a serious illness or accident, rural (% age 15+)
The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident.
The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, female (% age 15+)
The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, urban (% age 15+)
The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, out of labor force (% age 15+)
The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, in labor force (% age 15+)
The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, male (% age 15+)
The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, young (% ages 15-24)
The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, older (% age 25+)
The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, primary education or less (% ages 15+)
The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, secondary education or more (% ages 15+)
The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, poorest 40% (% ages 15+)
The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, richest 60% (% ages 15+)
The percentage of respondents who are somewhat worried about not being able to pay for medical costs in the case of a serious illness or accident, rural (% age 15+)
The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident.
The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, female (% age 15+)
The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, urban (% age 15+)
The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, out of labor force (% age 15+)
The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, in labor force (% age 15+)
The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, male (% age 15+)
The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, young (% ages 15-24)
The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, older (% age 25+)
The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, primary education or less (% ages 15+)
The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, secondary education or more (% ages 15+)
The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, poorest 40% (% ages 15+)
The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, richest 60% (% ages 15+)
The percentage of respondents who are not worried at all about not being able to pay for medical costs in the case of a serious illness or accident, rural (% age 15+)
The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills.
The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, female (% age 15+)
The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, urban (% age 15+)
The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, out of labor force (% age 15+)
The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, in labor force (% age 15+)
The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, male (% age 15+)
The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, young (% ages 15-24)
The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, older (% age 25+)
The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, primary education or less (% ages 15+)
The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, secondary education or more (% ages 15+)
The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, poorest 40% (% ages 15+)
The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, richest 60% (% ages 15+)
The percentage of respondents who are very worried about not having enough money to pay for monthly expenses or bills, rural (% age 15+)
The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills.
The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, female (% age 15+)
The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, urban (% age 15+)
The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, out of labor force (% age 15+)
The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, in labor force (% age 15+)
The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, male (% age 15+)
The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, young (% ages 15-24)
The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, older (% age 25+)
The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, primary education or less (% ages 15+)
The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, secondary education or more (% ages 15+)
The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, poorest 40% (% ages 15+)
The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, richest 60% (% ages 15+)
The percentage of respondents who are somewhat worried at the present time about not having enough money to pay for monthly expenses or bills, rural (% age 15+)
The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills.
The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, female (% age 15+)
The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, urban (% age 15+)
The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, out of labor force (% age 15+)
The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, in labor force (% age 15+)
The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, male (% age 15+)
The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, young (% ages 15-24)
The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, older (% age 25+)
The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, primary education or less (% ages 15+)
The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, secondary education or more (% ages 15+)
The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, poorest 40% (% ages 15+)
The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, richest 60% (% ages 15+)
The percentage of respondents who are not worried at all about not having enough money to pay for monthly expenses or bills, rural (% age 15+)
The percentage of respondents who are very worried about not being able to pay school fees or fees for education.
The percentage of respondents who are very worried about not being able to pay school fees or fees for education, female (% age 15+)
The percentage of respondents who are very worried about not being able to pay school fees or fees for education, urban (% age 15+)
The percentage of respondents who are very worried about not being able to pay school fees or fees for education, out of labor force (% age 15+)
The percentage of respondents who are very worried about not being able to pay school fees or fees for education, in labor force (% age 15+)
The percentage of respondents who are very worried about not being able to pay school fees or fees for education, male (% age 15+)
The percentage of respondents who are very worried about not being able to pay school fees or fees for education, young (% ages 15-24)
The percentage of respondents who are very worried about not being able to pay school fees or fees for education, older (% age 25+)
The percentage of respondents who are very worried about not being able to pay school fees or fees for education, primary education or less (% ages 15+)
The percentage of respondents who are very worried about not being able to pay school fees or fees for education, secondary education or more (% ages 15+)
The percentage of respondents who are very worried about not being able to pay school fees or fees for education, poorest 40% (% ages 15+)
The percentage of respondents who are very worried about not being able to pay school fees or fees for education, richest 60% (% ages 15+)
The percentage of respondents who are very worried about not being able to pay school fees or fees for education, rural (% age 15+)
The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education.
The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, female (% age 15+)
The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, urban (% age 15+)
The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, out of labor force (% age 15+)
The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, in labor force (% age 15+)
The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, male (% age 15+)
The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, young (% ages 15-24)
The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, older (% age 25+)
The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, primary education or less (% ages 15+)
The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, secondary education or more (% ages 15+)
The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, poorest 40% (% ages 15+)
The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, richest 60% (% ages 15+)
The percentage of respondents who are somewhat worried about not being able to pay school fees or fees for education, rural (% age 15+)
The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education.
The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, female (% age 15+)
The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, urban (% age 15+)
The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, out of labor force (% age 15+)
The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, in labor force (% age 15+)
The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, male (% age 15+)
The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, young (% ages 15-24)
The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, older (% age 25+)
The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, primary education or less (% ages 15+)
The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, secondary education or more (% ages 15+)
The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, poorest 40% (% ages 15+)
The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, richest 60% (% ages 15+)
The percentage of respondents who are not worried at all about not being able to pay school fees or fees for education, rural (% age 15+)
The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19.
The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, female (% age 15+)
The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, urban (% age 15+)
The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, out of labor force (% age 15+)
The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, in labor force (% age 15+)
The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, male (% age 15+)
The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, young (% ages 15-24)
The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, older (% age 25+)
The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, primary education or less (% ages 15+)
The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, secondary education or more (% ages 15+)
The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, poorest 40% (% ages 15+)
The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, richest 60% (% ages 15+)
The percentage of respondents who are very worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, rural (% age 15+)
The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19.
The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, female (% age 15+)
The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, urban (% age 15+)
The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, out of labor force (% age 15+)
The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, in labor force (% age 15+)
The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, male (% age 15+)
The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, young (% ages 15-24)
The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, older (% age 25+)
The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, primary education or less (% ages 15+)
The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, secondary education or more (% ages 15+)
The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, poorest 40% (% ages 15+)
The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, richest 60% (% ages 15+)
The percentage of respondents who are somewhat worried that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, rural (% age 15+)
The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19.
The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, female (% age 15+)
The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, urban (% age 15+)
The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, out of labor force (% age 15+)
The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, in labor force (% age 15+)
The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, male (% age 15+)
The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, young (% ages 15-24)
The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, older (% age 25+)
The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, primary education or less (% ages 15+)
The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, secondary education or more (% ages 15+)
The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, poorest 40% (% ages 15+)
The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, richest 60% (% ages 15+)
The percentage of respondents who are not worried at all that they will experience or continue to experience severe financial hardship as a result of the disruption caused by COVID-19, rural (% age 15+)
The percentage of respondents whose primary financial worry is that they won't have enough money for old age.
The percentage of respondents whose primary financial worry is that they won't have enough money for old age, female (% age 15+)
The percentage of respondents whose primary financial worry is that they won't have enough money for old age, urban (% age 15+)
The percentage of respondents whose primary financial worry is that they won't have enough money for old age, out of labor force (% age 15+)
The percentage of respondents whose primary financial worry is that they won't have enough money for old age, in labor force (% age 15+)
The percentage of respondents whose primary financial worry is that they won't have enough money for old age, male (% age 15+)
The percentage of respondents whose primary financial worry is that they won't have enough money for old age, young (% ages 15-24)
The percentage of respondents whose primary financial worry is that they won't have enough money for old age, older (% age 25+)
The percentage of respondents whose primary financial worry is that they won't have enough money for old age, primary education or less (% ages 15+)
The percentage of respondents whose primary financial worry is that they won't have enough money for old age, secondary education or more (% ages 15+)
The percentage of respondents whose primary financial worry is that they won't have enough money for old age, poorest 40% (% ages 15+)
The percentage of respondents whose primary financial worry is that they won't have enough money for old age, richest 60% (% ages 15+)
The percentage of respondents whose primary financial worry is that they won't have enough money for old age, rural (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident.
The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, female (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, urban (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, out of labor force (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, in labor force (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, male (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, young (% ages 15-24)
The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, older (% age 25+)
The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, primary education or less (% ages 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, secondary education or more (% ages 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, poorest 40% (% ages 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, richest 60% (% ages 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for medical costs in the case of a serious illness or accident, rural (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills.
The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, female (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, urban (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, out of labor force (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, in labor force (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, male (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, young (% ages 15-24)
The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, older (% age 25+)
The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, primary education or less (% ages 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, secondary education or more (% ages 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, poorest 40% (% ages 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, richest 60% (% ages 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money for monthly expenses or bills, rural (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees.
The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, female (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, urban (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, out of labor force (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, in labor force (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, male (% age 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, young (% ages 15-24)
The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, older (% age 25+)
The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, primary education or less (% ages 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, secondary education or more (% ages 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, poorest 40% (% ages 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, richest 60% (% ages 15+)
The percentage of respondents whose primary financial issue is that they won't have enough money to pay school fees, rural (% age 15+)
The percentage of respondents who report using a debit card to pay for a purchase in a store.
The percentage of respondents who report using a debit or credit card to pay for a purchase in a store.
The percentage of respondents who report using a debit or credit card, or a mobile phone, to make a purchase in-store.
Among respondents who report using a credit or debit card in the past year, the percentage who used it to pay for a purchase in a store.
Among respondents who report using a debit card, the percentage who used it to pay for a purchase in a store.
The percentage of respondents who report using a mobile phone or the Internet to make payments, buy things, or to send or receive money using a financial institution account.
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account.
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, female (% age 15+)
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, urban (% age 15+)
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, out of labor force (% age 15+)
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, in labor force (% age 15+)
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, male (% age 15+)
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, young (% ages 15-24)
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, older (% age 25+)
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, primary education or less (% ages 15+)
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, secondary education or more (% ages 15+)
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, poorest 40% (% ages 15+)
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, richest 60% (% ages 15+)
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account, rural (% age 15+)
Among respondents with an account, the percentage who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their account.
The percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their financial institution account.
Among respondents with a financial institution account, the percentage of respondents who report that in the past year, they used a mobile phone or the Internet to make a payment, make a purchase, or to send or receive money through their financial institution account.
Among respondents with a financial institution account, the percentage of respondents who report using a mobile phone or the Internet to make payments, buy things, or to send or receive money using a financial institution account.
The percentage of respondents who report using a mobile phone or the Internet to check their balance for a financial institution account in the past year.
Among respondents with a financial institution account, the percentage of respondents who report using a mobile phone or the Internet to check their balance for a financial institution account in the past year.
The percentage of respondents who report having a financial institution account and using checks to make payments in the past year.
The percentage of respondents who report having a credit card.
The percentage of respondents who report having a credit card, female (% age 15+)
The percentage of respondents who report having a credit card, urban (% age 15+)
The percentage of respondents who report having a credit card, out of labor force (% age 15+)
The percentage of respondents who report having a credit card, in labor force (% age 15+)
The percentage of respondents who report having a credit card, male (% age 15+)
The percentage of respondents who report having a credit card, young (% ages 15-24)
The percentage of respondents who report having a credit card, older (% age 25+)
The percentage of respondents who report having a credit card, primary education or less (% ages 15+)
The percentage of respondents who report having a credit card, secondary education or more (% ages 15+)
The percentage of respondents who report having a credit card, poorest 40% (% ages 15+)
The percentage of respondents who report having a credit card, richest 60% (% ages 15+)
The percentage of respondents who report having a credit card, rural (% age 15+)
The percentage of respondents who report using their own credit card in the past year.
The percentage of respondents who report using a credit card to pay for a purchase in a store.
Among respondents who report using a credit card in the past year, the percentage who used it to pay for a purchase in a store.
The percentage of respondents who report they paid off all credit card balances in full by their due date.
Among repondents who used a credit card in the past year, the percentage who report that they paid off all credit card balances in full by their due date.
Among respondents with a financial institution account, the percentage who report making one or more deposits into their account in the past year. This includes cash, electronic deposits, or any transfer of money into the account by the respondent, an employer, or another person or institution.
The percentage of respondents who report that money was deposited two or more times per month into their financial institution account.
Among respondents who report that money was deposited into their financial institution account, the percentage who report doing so two or more times per month.
The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment.
The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, female (% age 15+)
The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, urban (% age 15+)
The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, out of labor force (% age 15+)
The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, in labor force (% age 15+)
The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, male (% age 15+)
The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, young (% ages 15-24)
The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, older (% age 25+)
The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, primary education or less (% ages 15+)
The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, secondary education or more (% ages 15+)
The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, poorest 40% (% ages 15+)
The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, richest 60% (% ages 15+)
The percentage of respondents who report neither a deposit into nor a withdrawal from their account in the past year. This also includes making or receiving any kind of digital payment, rural (% age 15+)
Among respondents with an account, the percentage who report neither a deposit into nor a withdrawal from their account in the past year. This includes making or receiving any kind of digital payment.
The percentage of respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year directly into a financial institution account, into a card, or through a mobile phone.
Among respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year, the percentage who report receiving the payments directly into a financial institution account, into a card, or through a mobile phone.
The percentage of respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year to a card.
Among respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year, the percentage who report receiving the payments to a card.
The percentage of respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year in cash only.
Among respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year, the percentage who report receiving the payments in cash only.
The percentage of respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year directly into a financial institution account.
Among respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year, the percentage who report receiving the payments directly into a financial institution account.
The percentage of respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year through a mobile phone.
Among respondents who report personally receiving payments from the government (government transfers, public sector pension, or public sector wages) in the past year, the percentage who report receiving the payments through a mobile phone.
The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector.
The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, female (% age 15+)
The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, urban (% age 15+)
The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, out of labor force (% age 15+)
The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, in labor force (% age 15+)
The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, male (% age 15+)
The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, young (% ages 15-24)
The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, older (% age 25+)
The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, primary education or less (% ages 15+)
The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, secondary education or more (% ages 15+)
The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, poorest 40% (% ages 15+)
The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, richest 60% (% ages 15+)
The percentage of respondents who report personally receiving any payment from the government (government transfers, public sector pension, or public sector wages) in the past year. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It also includes pension payments from the government, military, or public sector as well as wages from employment in the government, military, or public sector, rural (% age 15+)
Change in domestic credit to the private sector covers changes in claims on private non-financial corporations, households, and non-profit institutions. Data; Annual flow, local currencies.
Net domestic credit is the sum of net credit to the non financial public sector, credit to the private sector, and other accounts. Data are in current local currency.
Change in domestic credit  to government includes changes in net claims on central government, and changes in claims on  state and local government as well as on non-financial public corporations. Data; Annual flow, local currencies.
Net domestic credit to government budget. Data are in current local currencies. AF stands for annual flow.
Change in liabilities consists of changes in money, quasi-money and other liabilities, net. Data; Annual flow, local currencies.
Net foreign assets are the sum of foreign assets held by monetary authorities and deposit money banks, less their foreign liabilities. Data are in current local currency.
Net domestic credit to other official entities of government. Data are in current local currencies.
Net domestic credit  to other financial institutions (non-governmental). Data are in current local currencies.
Net domestic credit to Rest of the economy (excludes government). Data are in current local currencies.
Claims on central government (IFS line 32AN..ZK) include loans to central government institutions net of deposits.
Claims on other sectors of the domestic economy (IFS line 32S..ZK) include gross credit from the financial system to households, nonprofit institutions serving households, nonfinancial corporations, state and local governments, and social security funds.
Claims on other sectors of the domestic economy (IFS line 32S..ZK) include gross credit from the financial system to households, nonprofit institutions serving households, nonfinancial corporations, state and local governments, and social security funds.
Net domestic credit is the sum of net claims on the central government and claims on other sectors of the domestic economy (IFS line 32). Data are in current local currency.
Claims on governments and other public entities (IFS line 32an + 32b + 32bx + 32c) usually comprise direct credit for specific purposes such as financing of the government budget deficit or loans to state enterprises, advances against future credit authorizations, and purchases of treasury bills and bonds, net of deposits by the public sector. Public sector deposits with the banking system also include sinking funds for the service of debt and temporary deposits of government revenues. Data are in current local currency.
Claims on governments and other public entities (IFS line 32an + 32b + 32bx + 32c) usually comprise direct credit for specific purposes such as financing of the government budget deficit or loans to state enterprises, advances against future credit authorizations, and purchases of treasury bills and bonds, net of deposits by the public sector. Public sector deposits with the banking system also include sinking funds for the service of debt and temporary deposits of government revenues. Data are in current local currency.
Claims on governments and other public entities (IFS line 32an + 32b + 32bx + 32c) usually comprise direct credit for specific purposes such as financing of the government budget deficit or loans to state enterprises, advances against future credit authorizations, and purchases of treasury bills and bonds, net of deposits by the public sector. Public sector deposits with the banking system also include sinking funds for the service of debt and temporary deposits of government revenues. Money and quasi money (M2) comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government.
Claims on the central government, net is defined as the central  governments direct financial obligations to the country’s financial institutions less any claims the central government has on those  institutions.
Liabilities consists of money, quasi-money and other liabilities, net, end of year stocks.
Net foreign assets are the sum of foreign assets held by monetary authorities and deposit money banks, less their foreign liabilities. Data are in current U.S. dollars.
Net foreign assets are the sum of foreign assets held by monetary authorities and deposit money banks, less their foreign liabilities. Data are in current local currency.
Net domestic credit to other official entities of government. Data are in current local currencies.
Net domestic credit to other financial institutions of the Rest of the economy (excludes government). Data are in current local currencies.
Claims on private sector (IFS line 32D..ZK or 32D..ZF) include gross credit from the financial system to individuals, enterprises, nonfinancial public entities not included under net domestic credit, and financial institutions not included elsewhere.
Domestic credit to private sector refers to financial resources provided to the private sector, such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises.
Claims on private sector (IFS line 32d) include gross credit from the financial system to individuals, enterprises, nonfinancial public entities not included under net domestic credit, and financial institutions not included elsewhere. Money and quasi money (M2) comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government.
Claims on private sector (IFS line 32D..ZK or 32D..ZF) include gross credit from the financial system to individuals, enterprises, nonfinancial public entities not included under net domestic credit, and financial institutions not included elsewhere.
Net domestic credit to Rest of the economy (excludes government). Data are in current local currencies.
Money and quasi money (M2), flow (current LCU) is the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government.
Other liabilities excluding M2 (current LCU).
Broad money (IFS line 35L..ZK) is the sum of currency outside banks; demand deposits other than those of the central government; the time, savings, and foreign currency deposits of resident sectors other than the central government; bank and traveler’s checks; and other securities such as certificates of deposit and commercial paper.
Broad money (IFS line 35L..ZK) is the sum of currency outside banks; demand deposits other than those of the central government; the time, savings, and foreign currency deposits of resident sectors other than the central government; bank and traveler’s checks; and other securities such as certificates of deposit and commercial paper.
Broad money (IFS line 35L..ZK) is the sum of currency outside banks; demand deposits other than those of the central government; the time, savings, and foreign currency deposits of resident sectors other than the central government; bank and traveler’s checks; and other securities such as certificates of deposit and commercial paper.
Broad money (IFS line 35L..ZK) is the sum of currency outside banks; demand deposits other than those of the central government; the time, savings, and foreign currency deposits of resident sectors other than the central government; bank and traveler’s checks; and other securities such as certificates of deposit and commercial paper.
Money is the sum of currency outside banks and demand deposits other than those of central government. This series, frequently referred to as M1 is a narrower definition of money than M2. Data are in current local currency.
Money and quasi money comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government. This definition of money supply is frequently called M2; it corresponds to lines 34 and 35 in the International Monetary Fund's (IMF) International Financial Statistics (IFS). Data are in current local currency.
Money and quasi money comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government. This definition of money supply is frequently called M2; it corresponds to lines 34 and 35 in the International Monetary Fund's (IMF) International Financial Statistics (IFS).
Money and quasi money comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government. This definition is frequently called M2; it corresponds to lines 34 and 35 in the International Monetary Fund's (IMF) International Financial Statistics (IFS). Total reserves comprise holdings of monetary gold, special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. The gold component of these reserves is valued at year-end (December 31) London prices.
Average annual growth rate in money and quasi money. Money and quasi money comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government. This definition is frequently called M2; it corresponds to lines 34 and 35 in the International Monetary Fund's (IMF) International Financial Statistics (IFS). The change in the money supply is measured as the difference in end-of-year totals relative to the level of M2 in the preceding year.
Quasi money refers to time, savings, and foreign currency deposits of resident sectors other than the central government.
Other liabilities excluding M2, flow (current LCU).
Central bank intervention rate.
Consumer price index reflects changes in the cost to the average consumer of acquiring a basket of goods and services that may be fixed or changed at specified intervals, such as yearly. The Laspeyres formula is generally used. Data are period averages.
Inflation as measured by the consumer price index reflects the annual percentage change in the cost to the average consumer of acquiring a basket of goods and services that may be fixed or changed at specified intervals, such as yearly. The Laspeyres formula is generally used.
Food price index is a subindex of the consumer price index.
Wholesale price index refers to a mix of agricultural and industrial goods at various stages of production and distribution, including import duties. The Laspeyres formula is generally used.
Deposit interest rate is the rate paid by commercial or similar banks for demand, time, or savings deposits. The terms and conditions attached to these rates differ by country, however, limiting their comparability.
Real interest rate is the lending interest rate adjusted for inflation as measured by the GDP deflator.
Bond interest rate (%).
International interest rate (implicit, %).
Lending rate is the bank rate that usually meets the short- and medium-term financing needs of the private sector. This rate is normally differentiated according to creditworthiness of borrowers and objectives of financing. The terms and conditions attached to these rates differ by country, however, limiting their comparability.
Interest rate spread is the interest rate charged by banks on loans to private sector customers minus the interest rate paid by commercial or similar banks for demand, time, or savings deposits. The terms and conditions attached to these rates differ by country, however, limiting their comparability.
Money market interest rate, IFS line 60b (%).
Real interest rate is the lending interest rate adjusted for inflation as measured by the GDP deflator. The terms and conditions attached to lending rates differ by country, however, limiting their comparability.
Risk premium on lending is the interest rate charged by banks on loans to private sector customers minus the "risk free" treasury bill interest rate at which short-term government securities are issued or traded in the market. In some countries this spread may be negative, indicating that the market considers its best corporate clients to be lower risk than the government. The terms and conditions attached to lending rates differ by country, however, limiting their comparability.
Interest, deposit rate, shows the average rate offered by banks to resident customers for demand, time, and savings deposits. This item is equal to line 60l..zf in the IMFs International Financial Statistics publication.
IFS, line 60 lc deflated by CPI.
Claims on central government (IFS line 52AN or 32AN) include loans to central government institutions net of deposits.
Claims on other sectors of the domestic economy (IFS line 52S or 32S) include gross credit from the financial system to households, nonprofit institutions serving households, nonfinancial corporations, state and local governments, and social security funds.
Domestic credit provided by the financial sector includes all credit to various sectors on a gross basis, with the exception of credit to the central government, which is net. The financial sector includes monetary authorities and deposit money banks, as well as other financial corporations where data are available (including corporations that do not accept transferable deposits but do incur such liabilities as time and savings deposits). Examples of other financial corporations are finance and leasing companies, money lenders, insurance corporations, pension funds, and foreign exchange companies.
Domestic credit to private sector refers to financial resources provided to the private sector, such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises.
Domestic credit to private sector refers to financial resources provided to the private sector by financial corporations, such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises. The financial corporations include monetary authorities and deposit money banks, as well as other financial corporations where data are available (including corporations that do not accept transferable deposits but do incur such liabilities as time and savings deposits). Examples of other financial corporations are finance and leasing companies, money lenders, insurance corporations, pension funds, and foreign exchange companies.
Liquid liabilities are also known as M3. They are the sum of currency and deposits in the central bank (M0), plus transferable deposits and electronic currency (M1), plus time and savings deposits, foreign currency transferable deposits, certificates of deposit, and securities repurchase agreements (M2), plus travelers checks, foreign currency time deposits, commercial paper, and shares of mutual funds or market funds held by residents.
Quasi-liquid liabilities are the sum of currency and deposits in the central bank (M0), plus time and savings deposits, foreign currency transferable deposits, certificates of deposit, and securities repurchase agreements, plus travelers checks, foreign currency time deposits, commercial paper, and shares of mutual funds or market funds held by residents. They equal the M3 money supply less transferable deposits and electronic currency (M1).
Demand deposits.
Time deposits.
Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (poorest 40%, share of population ages 15+).
Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (richest 60%, share of population ages 15+).
Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (female, % age 15+).
Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (male, % age 15+).
Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (older adults, % of population ages 25+).
Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (primary education or less, % of population ages 15+).
Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (secondary education or more, % of population ages 15+).
Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (young adults, % of population ages 15-24).
Account denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution or report personally using a mobile money service in the past 12 months (% age 15+).
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year.
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, female (% age 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, urban (% age 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, out of labor force (% age 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, in labor force (% age 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, male (% age 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, young (% ages 15-24)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, older (% age 25+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, primary education or less (% ages 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, richest 60% (% ages 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account; or who report using the internet to pay bills or to buy something online or in a store in the past year. This includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past year, rural (% age 15+)
The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year.
The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, female (% age 15+)
The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, urban (% age 15+)
The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, out of labor force (% age 15+)
The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, in labor force (% age 15+)
The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, male (% age 15+)
The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, young (% ages 15-24)
The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, older (% age 25+)
The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, primary education or less (% ages 15+)
The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, richest 60% (% ages 15+)
The percentage of respondents who report using a mobile money account, a debit or credit card, or a mobile phone to receive a payment into an account in the past year. This includes respondents who report receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly into a financial institution account or into a mobile money account in the past year, rural (% age 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year.
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, female (% age 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, urban (% age 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, out of labor force (% age 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, in labor force (% age 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, male (% age 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, young (% ages 15-24)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, older (% age 25+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, primary education or less (% ages 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, secondary education or more (% ages 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, poorest 40% (% ages 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, richest 60% (% ages 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account--or report using the internet to pay bills or to buy something online or in a store--in the past year. This includes respondents who report paying bills, sending or receiving remittances, receiving payments for agricultural products, receiving government transfers, receiving wages, or receiving a public sector pension directly from or into a financial institution account or through a mobile money account in the past year, rural (% age 15+)
The percentage of respondents who report using mobile money, a debit or credit card, or a mobile phone to make a payment from an account, or report using the internet to pay bills or to buy something online, in the past 12 months. It also includes respondents who report paying bills or sending remittances directly from a financial institution account or through a mobile money account in the past 12 months
Principal repayments are actual amounts of principal (amortization) paid in currency, goods, or services in the year specified.  
The excess of current revenue over current expenditure. data are in current local currencies.
Overall budget deficit is current and capital revenue and official grants received, less total expenditure and lending minus repayments. Data are shown for central government only, and are in current local currency.
Overall budget surplus/deficit (excluding current grants) is current and capital revenue excluding current grants, less total expenditure and lending minus repayments. Data are shown for central government only, and are in current local currency.
Overall budget deficit is current and capital revenue excluding current grants less total expenditure and lending minus repayments. Values are in current local currencies.
Primary deficit, excluding interest (current LCU).
Domestic debt consists of the outstanding stock or recognized, direct liabilities to the monetary system. Data are in current local currencies.
Domestic debt to other in current local currencies.
Foreign debt consists of the outstanding stock or recognized, direct liabilities of the government to the rest of the world, generated in the  past and scheduled to be extinguished by government operations in the future or to continue as perpetual debt. Data are in current U.S. dollars.
Foreign debt consists of the outstanding stock or recognized, direct liabilities of the government to the rest of the world, generated in the  past and scheduled to be extinguished by government operations in the future or to continue as perpetual debt. Data are in current local currency.
Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date. It includes domestic and foreign liabilities such as currency and money deposits, securities other than shares, and loans. It is the gross amount of government liabilities reduced by the amount of equity and financial derivatives held by the government. Because debt is a stock rather than a flow, it is measured as of a given date, usually the last day of the fiscal year.  Data are in current local currency.
Central government arrears on domestic debt.  Data are in current local currency.
Central government arrears on external debt.  Data are in current local currency.
Financing from abroad (obtained from nonresidents) refer to the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. It includes all government liabilities--other.  Data are in current local currency.
Domestic financing, monetary system credit. Data are in current local currency.
Domestic financing (obtained from residents) refer to the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. It includes all government liabilities--other than those for currency issues or demand, time, or savings deposits with government--or claims on others held by government and changes in government holdings of cash and deposits. Government guarantees of the debt of others are excluded. Data are shown for central government only, and are in current local currency.
Financing, including external capital grants. Data are in current local currency.
Grants include grants from other foreign governments, international organizations, and other government units.  Data are in current local currency.
Grants are unrequited, nonrepayable, noncompulsory receipts of government from other governments or international institutions. In determination of the deficit/surplus, grants are grouped with revenue and expenditure rather than with financing. Values are
Receipts from sources other than the tax system like property income, fees, fines, and contributions to government employee pension funds within government.  Data ate in current local currency.
Total revenue and grants equals the sum of government revenue and grants. Revenue includes all nonrepayable and nonrepaying government  receipts other than grants. Grants are defined as unrequited, nonrepayable, noncompulsory receipts. Data are in current local currency.
Central government revenue excluding all grants.  Data are in current local currency.
Central government revenues, excluding all grants.
Current revenue (including grants) includes all revenue from taxes and current nontax revenues such as fines, fees, recoveries, and income from property or sales, and grants. Data are shown for central government only, and are in current local currency.
Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales.  Data are in current local currency.
Capital revenue comprises proceeds from the sale of nonfinancial capital assets, including land, intangible assets, stocks, and fixed capital assets of buildings, construction and equipment of more than a minimum value and usable for more than one year in the process of production, and receipts of unrequited transfers for capital purposes from nongovernmental sources. Data are in current local currency.
Highest marginal tax rate (corporate rate) is the highest rate shown on the schedule of tax rates applied to the taxable income of corporations.
Direct taxes on goods and services include all taxes and duties levied  on production, extraction, sale, transfer, leasing, or delivery of goods and rendering of services, or in respect of the use of goods, or permission to use goods or to perform activities, are covered.  Examples include all general sales taxes, value added taxes and excises.  Data are in current local currency.
Taxes on goods and services include all taxes and duties levied by central governments on the production, extraction, sale, transfer, leasing, or delivery of goods and rendering of services, or on the use of goods or permission to use goods or perform activities. These include general sales taxes, turnover or value added taxes, excise taxes, and motor vehicle taxes. Data are shown for central government only and are in current local currency.
Indirect taxes are the sum of indirect taxes less subsidies. Indirect 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.  Data are in current local currency.
Taxes on international trade include import duties, export duties, profits of export or import monopolies, exchange profits, and exchange taxes.  Current revenue includes all revenue from taxes and nonrepayable receipts (other than grants) from the sale of land, intangible assets, government stocks, or fixed capital assets, or from capital transfers from nongovernmental sources.  It also includes fines, fees, recoveries, inheritance taxes, and nonrecurrent levies on capital.  Data are shown for central government only.  Data are in current local currency.
Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date such as money deposits, securities, shares and loans.  Data are in current local currency.
Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date such as money deposits, securities, shares and loans. Data are in current local currency.
Current expenditure on goods and services comprises payments of wages and salaries in cash to employees (including the armed forces) before deduction of withholding taxes and employees' contributions to social security and pension funds, as well as employers' contributions to superannuation schemes outside government, and other purchases of goods and services (wages and salaries in kind, office supplies and maintenance charges etc.). Data are in current local currency.
Interest on domestic debt.  Data are in current local currency.
Interest on external debt (current LCU). Data are in current 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 local currency.
Total current expenditure includes requited payments other than for capital assets or for goods or services to be used in the production of capital assets, and unrequited payments for purposes other than permitting the recipients to acquire capital assets, compensating the recipients for damage or destruction of capital assets, or increasing the financial capital of the recipients.  Data are shown for central government only.  Data are in current local currency.
Other current transfers include all unrequited, nonrepayable transfers on current account to private and public enterprises. Data are in current local currency.
Wages and salaries consist of all payments in cash, but not in kind, to employees in return for services rendered, before deduction of withholding taxes and employees  contributions to social security and pension funds. Data are shown for central government only.  Data are in current local currency.
Defense expenditures for NATO countries are based on the NATO definition, which covers military-related expenditures of the defense ministry (including recruiting, training, construction, and the purchase of military supplies and equipment) and other ministries. Civilian-type expenditures of the defense ministry are excluded. Military assistance is included in the expenditures of the donor country, and purchases of military equipment on credit are included at the time the debt is incurred, not at the time of payment. Data for other countries generally cover expenditures of the ministry of defense (excluded are expenditures on public order and safety, which are classified separately). Data are in current local currency.
Total expenditure and net lending includes both current and capital (development) expenditures and includes lending minus repayments. Data are shown for central government only.  Data are in current local currency.
Gross domestic expenditures on research and development (R&D), expressed as a percent of GDP. They include both capital and current expenditures in the four main sectors: Business enterprise, Government, Higher education and Private non-profit. R&D covers basic research, applied research, and experimental development.
Expenditure for acquisition of land, intangible assets, government   stocks, and nonmilitary and nonfinancial assets; also for capital  grants and lending minus repayments. Data are in current local currency.
Budgetary investment.  Data are in current local currency.
Capital transfers. Data are in current local currency.
Net acquisition of government financial assets includes domestic and foreign financial claims, SDRs, and gold bullion held by monetary authorities as a reserve asset. The net acquisition of financial assets should be offset by the net incurrence of liabilities.
Net acquisition of government financial assets includes domestic and foreign financial claims, SDRs, and gold bullion held by monetary authorities as a reserve asset. The net acquisition of financial assets should be offset by the net incurrence of liabilities.
Cash surplus or deficit is revenue (including grants) minus expense, minus net acquisition of nonfinancial assets. In the 1986 GFS manual nonfinancial assets were included under revenue and expenditure in gross terms. This cash surplus or deficit is closest to the earlier overall budget balance (still missing is lending minus repayments, which are now a financing item under net acquisition of financial assets).
Cash surplus or deficit is revenue (including grants) minus expense, minus net acquisition of nonfinancial assets. In the 1986 GFS manual nonfinancial assets were included under revenue and expenditure in gross terms. This cash surplus or deficit is closest to the earlier overall budget balance (still missing is lending minus repayments, which are now a financing item under net acquisition of financial assets).
Cash surplus or deficit is revenue (including grants) minus expense, minus net acquisition of nonfinancial assets. In the 1986 GFS manual nonfinancial assets were included under revenue and expenditure in gross terms. This cash surplus or deficit is closest to the earlier overall budget balance (still missing is lending minus repayments, which are now a financing item under net acquisition of financial assets).
Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date. It includes domestic and foreign liabilities such as currency and money deposits, securities other than shares, and loans. It is the gross amount of government liabilities reduced by the amount of equity and financial derivatives held by the government. Because debt is a stock rather than a flow, it is measured as of a given date, usually the last day of the fiscal year.
Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date. It includes domestic and foreign liabilities such as currency and money deposits, securities other than shares, and loans. It is the gross amount of government liabilities reduced by the amount of equity and financial derivatives held by the government. Because debt is a stock rather than a flow, it is measured as of a given date, usually the last day of the fiscal year.
Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets (a third financing item). The difference between the cash surplus or deficit and the three financing items is the net change in the stock of cash.
Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets (a third financing item). The difference between the cash surplus or deficit and the three financing items is the net change in the stock of cash.
Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets (a third financing item). The difference between the cash surplus or deficit and the three financing items is the net change in the stock of cash.
Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets (a third financing item). The difference between the cash surplus or deficit and the three financing items is the net change in the stock of cash.
Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets.
Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets.
Net investment in government nonfinancial assets includes fixed assets, inventories, valuables, and nonproduced assets. Nonfinancial assets are stores of value and provide benefits either through their use in the production of goods and services or in the form of property income and holding gains. Net investment in nonfinancial assets also includes consumption of fixed capital.
Net investment in government nonfinancial assets includes fixed assets, inventories, valuables, and nonproduced assets. Nonfinancial assets are stores of value and provide benefits either through their use in the production of goods and services or in the form of property income and holding gains. Net investment in nonfinancial assets also includes consumption of fixed capital.
Net lending (+) / net borrowing (–) equals government revenue minus expense, minus net investment in nonfinancial assets. It is also equal to the net result of transactions in financial assets and liabilities. Net lending/net borrowing is a summary measure indicating the extent to which government is either putting financial resources at the disposal of other sectors in the economy or abroad, or utilizing the financial resources generated by other sectors in the economy or from abroad.
Net lending (+) / net borrowing (–) equals government revenue minus expense, minus net investment in nonfinancial assets. It is also equal to the net result of transactions in financial assets and liabilities. Net lending/net borrowing is a summary measure indicating the extent to which government is either putting financial resources at the disposal of other sectors in the economy or abroad, or utilizing the financial resources generated by other sectors in the economy or from abroad.
Grants and other revenue include grants from other foreign governments, international organizations, and other government units; interest; dividends; rent; requited, nonrepayable receipts for public purposes (such as fines, administrative fees, and entrepreneurial income from government owner­ship of property); and voluntary, unrequited, nonrepayable receipts other than grants.
Grants and other revenue include grants from other foreign governments, international organizations, and other government units; interest; dividends; rent; requited, nonrepayable receipts for public purposes (such as fines, administrative fees, and entrepreneurial income from government owner­ship of property); and voluntary, unrequited, nonrepayable receipts other than grants.
Social contributions include social security contributions by employees, employers, and self-employed individuals, and other contributions whose source cannot be determined. They also include actual or imputed contributions to social insurance schemes operated by governments.
Social contributions include social security contributions by employees, employers, and self-employed individuals, and other contributions whose source cannot be determined. They also include actual or imputed contributions to social insurance schemes operated by governments.
Current revenue includes all revenue from taxes and nonrepayable receipts (other than grants) from the sale of land, intangible assets, government stocks or fixed capital assets, or from capital transfers from nongovernmental sources. It also includes inheritance taxes and nonrecurrent levies on capital. Data are in current US dollar.
Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales. Grants are also considered as revenue.
Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales. Grants are also considered as revenue but are excluded here.  Data are in current US dollar.
Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales. Grants are also considered as revenue but are excluded here.
Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales. Grants are also considered as revenue but are excluded here.
Taxes on exports are all levies on goods being transported out of the country or services being delivered to nonresidents by residents. Rebates on exported goods that are repayments of previously paid general consumption taxes, excise taxes, or import duties are deducted from the gross amounts receivable from these taxes, not from amounts receivable from export taxes.
Taxes on exports are all levies on goods being transported out of the country or services being delivered to nonresidents by residents. Rebates on exported goods that are repayments of previously paid general consumption taxes, excise taxes, or import duties are deducted from the gross amounts receivable from these taxes, not from amounts receivable from export taxes.
Taxes on goods and services include general sales and turnover or value added taxes, selective excises on goods, selective taxes on services, taxes on the use of goods or property, taxes on extraction and production of minerals, and profits of fiscal monopolies.
Taxes on goods and services include general sales and turnover or value added taxes, selective excises on goods, selective taxes on services, taxes on the use of goods or property, taxes on extraction and production of minerals, and profits of fiscal monopolies.
Taxes on goods and services include general sales and turnover or value added taxes, selective excises on goods, selective taxes on services, taxes on the use of goods or property, taxes on extraction and production of minerals, and profits of fiscal monopolies.
Customs and other import duties are all levies collected on goods that are entering the country or services delivered by nonresidents to residents. They include levies imposed for revenue or protection purposes and determined on a specific or ad valorem basis as long as they are restricted to imported goods or services.
Customs and other import duties are all levies collected on goods that are entering the country or services delivered by nonresidents to residents. They include levies imposed for revenue or protection purposes and determined on a specific or ad valorem basis as long as they are restricted to imported goods or services.
Taxes on international trade include import duties, export duties, profits of export or import monopolies, exchange profits, and exchange taxes.
Taxes on international trade include import duties, export duties, profits of export or import monopolies, exchange profits, and exchange taxes.
Other taxes include employer payroll or labor taxes, taxes on property, and taxes not allocable to other categories, such as penalties for late payment or nonpayment of taxes.
Other taxes include employer payroll or labor taxes, taxes on property, and taxes not allocable to other categories, such as penalties for late payment or nonpayment of taxes.
Tax revenue refers to compulsory transfers to the central government for public purposes. Certain compulsory transfers such as fines, penalties, and most social security contributions are excluded. Refunds and corrections of erroneously collected tax revenue are treated as negative revenue.
Tax revenue refers to compulsory transfers to the central government for public purposes. Certain compulsory transfers such as fines, penalties, and most social security contributions are excluded. Refunds and corrections of erroneously collected tax revenue are treated as negative revenue.
Taxes on income, profits, and capital gains are levied on the actual or presumptive net income of individuals, on the profits of corporations and enterprises, and on capital gains, whether realized or not, on land, securities, and other assets. Intragovernmental payments are eliminated in consolidation.
Taxes on income, profits, and capital gains are levied on the actual or presumptive net income of individuals, on the profits of corporations and enterprises, and on capital gains, whether realized or not, on land, securities, and other assets. Intragovernmental payments are eliminated in consolidation.
Taxes on income, profits, and capital gains are levied on the actual or presumptive net income of individuals, on the profits of corporations and enterprises, and on capital gains, whether realized or not, on land, securities, and other assets. Intragovernmental payments are eliminated in consolidation.
Compensation of employees consists of all payments in cash, as well as in kind (such as food and housing), to employees in return for services rendered, and government contributions to social insurance schemes such as social security and pensions that provide benefits to employees.
Compensation of employees consists of all payments in cash, as well as in kind (such as food and housing), to employees in return for services rendered, and government contributions to social insurance schemes such as social security and pensions that provide benefits to employees.
Goods and services include all government payments in exchange for goods and services used for the production of market and nonmarket goods and services. Own-account capital formation is excluded.
Goods and services include all government payments in exchange for goods and services used for the production of market and nonmarket goods and services. Own-account capital formation is excluded.
Interest payments include interest payments on government debt--including long-term bonds, long-term loans, and other debt instruments--to domestic and foreign residents.
Interest payments include interest payments on government debt--including long-term bonds, long-term loans, and other debt instruments--to domestic and foreign residents.
Interest payments include interest payments on government debt--including long-term bonds, long-term loans, and other debt instruments--to domestic and foreign residents.
Other expense is spending on dividends, rent, and other miscellaneous expenses, including provision for consumption of fixed capital.
Other expense is spending on dividends, rent, and other miscellaneous expenses, including provision for consumption of fixed capital.
Expense is cash payments for operating activities of the government in providing goods and services. It includes compensation of employees (such as wages and salaries), interest and subsidies, grants, social benefits, and other expenses such as rent and dividends. Data are in current U.S. dollars.
Expense is cash payments for operating activities of the government in providing goods and services. It includes compensation of employees (such as wages and salaries), interest and subsidies, grants, social benefits, and other expenses such as rent and dividends.
Expense is cash payments for operating activities of the government in providing goods and services. It includes compensation of employees (such as wages and salaries), interest and subsidies, grants, social benefits, and other expenses such as rent and dividends.
Subsidies, grants, and other social benefits include all unrequited, nonrepayable transfers on current account to private and public enterprises; grants to foreign governments, international organizations, and other government units; and social security, social assistance benefits, and employer social benefits in cash and in kind.
Subsidies, grants, and other social benefits include all unrequited, nonrepayable transfers on current account to private and public enterprises; grants to foreign governments, international organizations, and other government units; and social security, social assistance benefits, and employer social benefits in cash and in kind.
This indicator is a derived from the following indicators: (a) Domestic market size index  (b) Foreign market size index.
This indicator is a derived from the following indicators:  (a) Local supplier quantity (b) Local supplier quality (c) State of cluster development (d) Nature of competitive advantage (e) Value chain breadth (f)  Control of international distribution (g) Production process sophistication (h) Extent of marketing and (i) Willingness to delegate authority.
This indicator is a derived from the following indicators:  (a) Capacity for innovation (b) Quality of scientific research institutions (c) Company spending on R&D (d) University-industry collaboration in R&D (e) Gov’t procurement of advanced tech product (f) Availability of scientist and engineers and (g) Utility patents per million population.
This indicator is a derived from the following indicators:  (a) Property rights (b) Intellectual property protection (c) Diversion of public funds (d) Public trust of politicians (e) Irregular payments and bribes (f) Judicial independence (g) Favoritism in decisions of government officials (h) Wastefulness of government officials (i) Burden of government regulation (j) Efficiency of legal framework in settling disputes (k) Efficiency of legal framework in challenging regulations (l) Transparency of government policymaking (m) Business costs of terrorism (n) Business costs of crime and violence (o) Organized crime (p) Reliability of police services (q) Ethical behavior of firms (r) Strength of auditing and reporting standards (s) Efficacy of corporate boards (t) Protection of minority shareholders interests and (u) Strength of investor protection.
This indicator is a derived from the following indicators: - (a) Quality of overall infrastructure (b) Quality of roads (c) Quality of railroad infrastructure (d) Quality of port infrastructure (e) Quality of air transport infrastructure (f) Available airline seat kilometers (g) Quality of electricity supply (h) Fixed telephone lines and (i) Mobile telephone subscriptions.
This indicator is a derived from the following indicators: - (a) Government budget balance (b) National savings rate (c) Inflation (d) Interest rate spread (e) Government debt and (f) Country credit rating.
This indicator is a derived from the following indicators: - (a) Business impact of malaria (b) Malaria incidence (c) Business impact of tuberculosis (d) Tuberculosis incidence (e) Business impact of HIV/AIDS (f) HIV prevalence (g) Infant mortality (h) Life expectancy (i) Quality of primary education and (j) Primary education enrollment rate.
This indicator is a derived from the following indicators: - (a) Secondary enrollment (b) Tertiary enrollment (c) Quality of the educational system  (d) Quality of math and science education (e) Quality of management schools (f) Internet access in schools (g) Local availibity of research and training services and (h) Extent of staff training.
This indicator is a derived from the following indicators: - (a) Intensity of local competition (b) Extent of market dominance (c) Effectiveness of anti-monopoly policy (d) Extent and effect of taxation (e) Total tax rate  (f) Number of procedures required to start a business (g) Time required to start a business (h) Agricultural policy costs (i) Prevalence of trade barriers (j) Trade tariffs (k) Prevalence of foreign ownership (l) Business impact of rules on FDI (m) Burden of customs procedures (n) Degree of customer orientation and (o) Buyer sophistication.
This indicator is a derived from the following indicators: - (a) Cooperation in labor-employer relations (b) Flexibility of wage determination (c) Rigidity of employment (d) Hiring and firing practices (e) Firing costs  (f) Pay and productivity (g) Reliance on professional management (g) Brain drain and (h) Female participation in labor force.
This indicator is a derived from the following indicators: - (a) Availability of financial services (b) Affordability of financial services  (c) Financing through local equity market (d) Ease of access to loans (e) Venture capital availability  (f) Restriction on capital flows (g) Soundness of banks (h) Regulation of securities exchanges and (i) Legal rights index.
This indicator is a derived from the following indicators: - (a) Availability of latest technologies (b) Firm-level technology absorption (c) FDI and technology transfer (d) Internet users  (f)Broadband Internet subscriptions and  (g) Internet bandwidth.
The Global Competitiveness Index (GCI), a highly comprehensive index, which captures the microeconomic and macroeconomic foundations of national competitiveness.  Competitiveness as the set of institutions, policies, and factors that determine the level of productivity of a country.
The innovation and sophistication factors subindex includes the pillars (pillar 11 and 12) critical to countries in the innovation-driven stage.
The basic requirements subindex groups those pillars (pillar 1 to 4) most critical for countries in the factor-driven stage.
The efficiency enhancers subindex includes those pillars critical for countries in the efficiency-driven stage (pillar 5 to 10).
"This ranks each country for The Global Competitiveness Index (GCI).  The 2006–2007 rank is out of 125 countries. 
  The 2007–2008 rank is out of 131 countries.  The 2008–2009 rank is out of 134 countries.  The 2009–2010 rank is out of 133 countries."
Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies. Estimate gives the country's score on the aggregate indicator, in units of a standard normal distribution, i.e. ranging from approximately -2.5 to 2.5.
Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies.  Number of sources indicates the number of underlying data sources on which the aggregate estimate is based.
Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.
Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.
Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.
Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies. Standard error indicates the precision of the estimate of governance.  Larger values of the standard error indicate less precise estimates.  A 90 percent confidence interval for the governance estimate is given by the estimate +/- 1.64 times the standard error.
Primary government expenditures as a proportion of original approved budget measures the extent to which aggregate budget expenditure outturn reflects the amount originally approved, as defined in government budget documentation and fiscal reports. The coverage is budgetary central government (BCG) and the time period covered is the last three completed fiscal years.
For each country calculated as: 1,000*reported number of depositors/adult population in the reporting country.
For each country calculated as: 100,000*reported number of depositors/adult population in the reporting country.
Percentage of firms in the formal sector with a line of credit or a loan from a formal financial institution, such as a bank, credit union, microfinance institution, or cooperative.
Percentage of small firms (5-19 workers) in the formal sector with a line of credit or a loan from a (formal) financial institution, such as a bank, credit union, microfinance institution, or cooperative.
The percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (% age 15+).
The percentage of respondents who report saving or setting aside any money by using an account at a formal financial institution such as a bank, credit union, microfinance institution, or cooperative in the past 12 months (% age 15+).
The percentage of respondents who report borrowing any money from a bank, credit union, microfinance institution, or another financial institution such as a cooperative in the past 12 months (% age 15+).
The percentage of respondents who report using their accounts at a formal financial institution for business purposes only or for both business purposes and personal transactions (% age 15+).
The percentage of respondents who report using their accounts at a formal financial institution to receive money or payments from the government in the past 12 months (% age 15+).
The percentage of respondents who report using their accounts at a formal financial institution to receive money from family members living elsewhere in the past 12 months (% age 15+).
The percentage of respondents who report using their accounts at a formal financial institution to receive money or payments for work or from selling goods in the past 12 months (% age 15+).
The percentage of respondents who report saving or setting aside any money in the past 12 months (% age 15+).
The percentage of respondents who report saving or setting aside any money by using an informal savings club or a person outside the family in the past 12 months (% age 15+).
The percentage of respondents who borrowed any money in the past 12 months from any of the following sources: a formal financial institution, a store by using installment credit, family or friends, employer, or another private lender (% age 15+). (Note that getting a loan does not necessarily require having an account.)
The percentage of respondents who report borrowing any money from a private lender in the past 12 months (% age 15+).
The percentage of respondents who report borrowing any money from an employer in the past 12 months (% age 15+).
The percentage of respondents who borrowed any money in the past 12 months from a store by using installment credit or buying on credit (% age 15+).
The percentage of respondents who report borrowing any money from family or friends in the past 12 months (% age 15+).
The percentage of respondents who used checks in the past 12 months to make payments on bills or to buy things using money from their accounts (% age 15+).
The percentage of respondents with a credit card (% age 15+).
The percentage of respondents with a debit card (% age 15+).
The percentage of respondents who used electronic payments (payments that one makes or that are made automatically including wire transfers or payments made online) in the past 12 months to make payments on bills or to buy things using money from their accounts (% age 15+).
The percentage of respondents who report using a mobile phone to pay bills in the past 12 months (% age 15+).
The percentage of respondents who report using a mobile phone to send money in the past 12 months (% age 15+).
For each country calculated as: 100,000*Number of ATMs/adult population in the reporting country.
Adults depositing/withdrawing at least once in a typical month (% age 15+). It is calculated as follows: (100 - "0 deposits/withdrawals in typical month (% with an account,  age 15+)" ) * ("Account at a formal financial institution (% age 15+)") / 100.  "0 deposits/withdrawals in typical month (% with an account,  age 15+)" denotes the percentage of respondents with an account at a formal financial institution who report making zero deposits into or zero withdrawals from their personal account(s) in a typical month (also called “inactive account”). This includes cash or electronic deposits, or any time money is put into or removed from account(s) by self or others (% age 15+, with an account). "Account at a formal financial institution (% age 15+)" denotes the percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (% age 15+).
Percentage of firms with a checking or savings account.
Percentage of firms using banks to finance purchases of fixed assets.
Percentage of firms using bank loans to finance working capital.
Percentage of loans where a formal financial institution requires collateral in order to provide the financing.
Value of collateral needed by a formal financial institution for a loan or line of credit as a percentage of the loan value or the value of the line of credit.
Percent of firms that did not apply for a loan in the last fiscal year because they did not need a loan. The denominator is the sum of all firms who applied and did not apply for a loan. The numerator is the number of firms who did not apply for a loan and also stated that they did not need a loan.
Percent of firms whose most recent loan application was rejected by a formal financial institution.
Estimated proportion of purchases of fixed assets that was financed from bank loans.
Proportion of the working capital that was financed by bank loans.
Percentage of firms identifying access/cost of finance as a "major" or "very severe" obstacle.
Value of all traded shares outside of the top ten largest traded companies as a share of total value of all traded shares in a stock market exchange. WFE provides data on the exchange level. This variable is aggregated up to the country level by taking a simple average over exchanges.
Value of listed shares outside of the top ten largest companies to total value of all listed shares.
Total amount of domestic nonfinancial corporate bonds and notes outstanding (BIS Table 16B) to total amount of domestic bonds and notes outstanding, both corporate and noncorporate (BIS Table 16A).
Private credit by deposit money banks and other financial institutions to GDP, calculated using the following deflation method:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is credit to the private sector, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF’s International Financial Statistics. Private credit by deposit money banks (IFS line 22d); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).
Claims on domestic real nonfinancial sector by deposit money banks as a share of GDP, calculated using the following deflation method:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is deposit money bank claims, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF’s International Financial Statistics. Deposit money bank assets (IFS lines 22, a-d); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).
Claims on domestic real nonfinancial sector by other financial institutions as a share of GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at]  where F is other financial institutions' claims, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF’s International Financial Statistics. Nonbank financial institutions assets (IFS lines 42, a-d, h, and s); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).
Raw data are from the electronic version of the IMF's International Financial Statistics (IFS lines 12 and 22, a-d).
Ratio of liquid liabilities to GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is liquid liabilities, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF's International Financial Statistics. Liquid liabilities (IFS lines 55L or, if not available, line 35L); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF) For Eurocurrency  area countries liquid liabilities are estimated by summing IFS items 34A, 34B and 35.
Claims on domestic real nonfinancial sector by the Central Bank as a share of GDP, calculated using the following deflation method:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is Central Bank claims, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF's International Financial Statistics. Central Bank claims (IFS lines 12, a-d); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).
Data taken from a variety of sources such as Investment Company Institute and national sources.
Demand, time and saving deposits in deposit money banks and other financial institutions as a share of GDP, calculated using the following deflation method:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is demand and time and saving deposits, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF’s International Financial Statistics. Financial system deposits (IFS lines 24, 25, 44, and 45); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).
Premium data is taken from various issues of Sigma reports (Swiss Re). Data on GDP in US dollars is from the electronic version of the World Development Indicators.
Premium data is taken from various issues of Sigma reports (Swiss Re). Data on GDP in US dollars is from the electronic version of the World Development Indicators.
Data taken from a variety of sources such as AXCO and national sources.
Private credit by deposit money banks and other financial institutions to GDP, calculated using the following deflation method:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is credit to the private sector, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF’s International Financial Statistics. Private credit by deposit money banks and other financial institutions (IFS lines 22d and 42d); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF)
Ratio of assets of pension funds to GDP. A pension fund is any plan, fund, or scheme that provides retirement income. Data taken from a variety of sources such as OECD, AIOS, FIAP and national sources.
Domestic credit to private sector refers to financial resources provided to the private sector, such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises.
Value of listed shares to GDP, calculated using the following deflation  method:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is stock market capitalization, P_e is end-of period CPI, and P_a  is average annual CPI. End-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF) and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).
Total value of all traded shares in a stock market exchange as a percentage of GDP.  Following deflation method is use:  {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is stock market capitalization, P_e is end-of period CPI, and P_a  is average annual CPI. End-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF) and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).
Total amount of domestic private debt securities (amounts outstanding) issued in domestic markets as a share of GDP. It covers data on long-term bonds and notes, commercial paper and other short-term notes. Table 16A (domestic debt amount): all issuers minus governments / GDP. End of year data (i.e. December data) are considered for debt securities.  The figures are deflated using the following methodology: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is the level domestic private debt, P_e is end-of period CPI, and P_a is average annual CPI. GDP is from World Development Indicators. End-of period CPI is taken from IFS line 64M..ZF month of December (or if not available Q4). Average annual CPI is constructed from the monthly CPI figure taken from IFS line 64..ZF.
Total amount of domestic public debt securities (amounts outstanding) issued in domestic markets as a share of GDP. It covers long-term bonds and notes, treasury bills, commercial paper and other short-term notes. Table 16A (domestic debt amount): governments / GDP. End of year data (i.e. December data) are considered for debt securities. The figures are deflated using the following methodology: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is the level domestic public debt, P_e is end-of period CPI, and P_a is average annual CPI. GDP is from World Development Indicators. End-of period CPI is taken from IFS line 64M..ZF month of December (or if not available Q4). Average annual CPI is constructed from the monthly CPI figure taken from IFS line 64..ZF.
Amount of private international debt securities (amounts outstanding), as a share of GDP. It covers long-term bonds and notes and money market instruments placed on international markets. (Table 12A  (international debt amount: all issuers) - Table 12D (international debt amount: governments)) / GDP. End of year data (i.e. December data) are considered for debt securities. The figures are deflated using the following methodology: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is the level intenational private debt, P_e is end-of period CPI, and P_a is average annual CPI. GDP is from World Development Indicators.End-of period CPI is taken from IFS line 64M..ZF month of December (or if not available Q4). Average annual CPI is constructed from the monthly CPI figure taken from IFS line 64..ZF.
Amount of public international debt securities (amounts outstanding), as a share of GDP. It covers long-term bonds and notes and money market instruments placed on international markets. Table 12D (international debt amount): governments / GDP. End of year data (i.e. December data) are considered for debt securities. The figures are deflated using the following methodology: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is the level international public debt, P_e is end-of period CPI, and P_a is average annual CPI. GDP is from World Development Indicators. End-of period CPI is taken from IFS line 64M..ZF month of December (or if not available Q4). Average annual CPI is constructed from the monthly CPI figure taken from IFS line 64..ZF.
Total value of outstanding international debt issues both public and private, as a share of GDP. Offshore bank loan data from BIS Statistical Appendix Table 12A (Amount Outstanding): International debt securities - all issuers.
Ratio of gross portfolio equity liabilities to GDP. Equity liabilities include shares, stocks, participation, and similar documents (such as American depository receipts) that usually denote ownership of equity. Raw data are from the electronic version of the IMF's International Financial Statistics. IFS line 79LDDZF/ GDP. Local currency GDP is from IFS (line 99B..ZF or, if not available, line 99B.CZF).
Ratio of gross portfolio equity assets to GDP. Equity assets include shares, stocks, participation, and similar documents (such as American depository receipts) that usually denote ownership of equity. Raw data are from the electronic version of the IMF's International Financial Statistics. IFS line 79ADDZF / GDP. Local currency GDP is from IFS (line 99B..ZF or, if not available, line 99B.CZF).
Ratio of gross portfolio debt liabilities to GDP. Debt liabilities cover (1) bonds, debentures, notes, etc., and (2) money market or negotiable debt instruments. Raw data are from the electronic version of the IMF's International Financial Statistics. IFS line 79LEDZF / GDP. Local currency GDP is from IFS (line 99B..ZF or, if not available, line 99B.CZF).
Raw data are from Bankscope. Data2080[t] / ((data2010[t] + data2010[t-1])/2). Numerator and denominator are aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.
Raw data are from the electronic version of the IMF’s International Financial Statistics. Difference between lending rate and deposit rate. Lending rate is the rate charged by banks on loans to the private sector and deposit interest rate is the rate offered by commercial banks on three-month deposits. IFS line 60P - line 60L.
Raw data are from Bankscope. Data2085 / (data2080 + data2085). Number is only calculated when net-interest income is not negative. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.
Raw data are from Bankscope. Data2090[t] / ((data2025[t] + data2025[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.
Raw data are from Bankscope. Data2115[t] / ((data2025[t] + data2025[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.
Raw data are from Bankscope.  Data2115[t] / ((data2055[t] + data2055[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.
Raw data are from Bankscope.  Data2090 / (data2080 + data2085). All Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.
Raw data are from the electronic version of the IMF’s International Financial Statistics. (IFS line 22A + line 22B + line 22C) / GDP. Local currency GDP is from IFS (line 99B..ZF or, if not available, line 99B.CZF).
Raw data are from Bankscope. Data10270[t] / ((data2025[t] + data2025[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.
Raw data are from Bankscope.  Data10270[t] / ((data2055[t] + data2055[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.
Ratio of the value of total shares traded to average real market capitalization, the denominator is deflated using the following method:  Tt/P_at/{(0.5)*[Mt/P_et + Mt-1/P_et-1] where T is total value traded, M is stock market capitalization, P_e is end-of period CPI. (IFS line 64M..ZF or, if not available, 64Q..ZF) and annual CPI (IFS line 64..ZF) are from the IMF’s International Financial Statistics.
Raw data are from Bankscope. (Sum(data2025) for three largest banks in Bankscope) / (Sum(data2025) for all banks in Bankscope). Only reported if number of banks in Bankscope is 3 or more. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.
Demand, time and saving deposits in deposit money banks as a share of GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is demand and time and saving deposits, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF’s International Financial Statistics. Bank deposits (IFS lines 24 and 25); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).
Raw data are from Bankscope. (Sum(data2025) for five largest banks in Bankscope) / (Sum(data2025) for all banks in Bankscope). Only reported if number of banks in Bankscope is 5 or more. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.
Raw data are from the electronic version of the IMF's International Financial Statistics. Liquid liabilities (IFS lines 55L..ZF or, if not available, line 35L..ZF); for Eurocurrency area countries (BEF, DEM, ESP, FRF, GRD, IEP, ITL, LUF, NLG, ATS, PTE, FIM), liquid liabilities are estimated by summing IFS items 34A, 34B and 35.
Ratio of net offshore bank loans to GDP. An offshore bank is a bank located outside the country of residence of the depositor, typically in a low tax jurisdiction (or tax haven) that provides financial and legal advantages. Offshore bank loan data from BIS Statistical Appendix Table 12A (Net Issues): International debt securities - all issuers.
Ratio of outstanding offshore bank loans to GDP. An offshore bank is a bank located outside the country of residence of the depositor, typically in a low tax jurisdiction (or tax haven) that provides financial and legal advantages. Offshore bank loan data from BIS Statistical Appendix Table 7A: External loans and deposits of reporting banks vis-à-vis all sectors.
Data is from BIS Statistical Appendix Table 7A minus 7B: External loans and deposits of reporting banks vis-à-vis all sectors minus external loans and deposits of reporting banks vis-à-vis nonbanking sectors; bank deposits from IFS (IFS lines 24 and 25). End of year data (i.e. December data) are used.
Data is from BIS Statistical Appendix Table 7B: External loans and deposits of reporting banks vis-à-vis nonbanking sectors; bank deposits from IFS (IFS lines 24 and 25). End of year data (i.e. December data) are used.
Data is from BIS Statistical Appendix Table 7A: External loans and deposits of reporting banks vis-à-vis all sectors; bank deposits from IFS (IFS lines 24 and 25). End of year data (i.e. December data) are used.
Workers' remittances and compensation of employees comprise current transfers by migrant workers and wages and salaries earned by nonresident workers. Data are the sum of three items defined in the fifth edition of the IMF's Balance of Payments Manual: workers' remittances, compensation of employees, and migrants' transfers. Remittances are classified as current private transfers from migrant workers resident in the host country for more than a year, irrespective of their immigration status, to recipients in their country of origin. Migrants' transfers are defined as the net worth of migrants who are expected to remain in the host country for more than one year that is transferred from one country to another at the time of migration. Compensation of employees is the income of migrants who have lived in the host country for less than a year.
The ratio of consolidated foreign claims to GDP of the banks that are reporting to BIS. Foreign claims are defined as the sum of cross-border claims plus foreign offices’ local claims in all currencies. In the consolidated banking statistics claims that are granted or extended to nonresidents are referred to as either cross-border claims.  In the context of the consolidated banking statistics, local claims refer to claims of domestic banks’ foreign affiliates (branches/subsidiaries) on the residents of the host country (i.e. country of residence of affiliates). Items (A+L from BIS Table 9A). End-of-year data (i.e. December data) are considered for banks claims. GDP is from World Development Indicators.
Percentage of the number of foreign owned banks to the number of the total banks in an Economy. A foreign bank is a bank where 50 percent or more of its shares are owned by foreigners.
Percentage of the total banking assets that are held by foreign banks. A foreign bank is a bank where 50 percent or more of its shares are owned by foreigners.
Ratios calculated by source.
GDP data provided by IFS and converted into USD using IFS exchange rates.
A banking crisis is defined as systemic if two conditions are met: a. Significant signs of financial distress in the banking system (as indicated bysignificant bank runs, losses in the banking system, and/or bank liquidations), b. Significant banking policy intervention measures in response to significant losses in the banking system. The first year that both criteria are met is considered as the year when the crisis start becoming systemic.  The end of a crisis is defined the year before both real GDP growth and real credit growth are positive for at least two consecutive years.
Number of publicly listed companies per 1,000,000 people. Number of listed domestic companies is the domestically incorporated companies listed on the country's stock exchanges at the end of the year. This indicator does not include investment companies, mutual funds, or other collective investment vehicles.
Stock market return is the growth rate of annual average stock market index. Annual average stock market index is constructed by taking the average of the daily stock market indexes available at Bloomberg.
It captures the probability of default of a country's banking system. Z-score compares the buffer of a country's banking system (capitalization and returns) with the volatility of those returns. It is estimated as (ROA+(equity/assets))/sd(ROA); sd(ROA) is the standard deviation of ROA. ROA, equity, and assets are country-level aggregate figures Calculated from underlying bank-by-bank unconsolidated data from Bankscope.
Reported by IMF staff. Note that due to differences in national accounting, taxation, and supervisory regimes, these data are not strictly comparable across countries.
Ratio of bank capital and reserves to total assets. Capital and reserves include funds contributed by owners, retained earnings, general and special reserves, provisions, and valuation adjustments. Capital includes tier 1 capital (paid-up shares and common stock), which is a common feature in all countries' banking systems, and total regulatory capital, which includes several specified types of subordinated debt instruments that need not be repaid if the funds are required to maintain minimum capital levels (these comprise tier 2 and tier 3 capital). Total assets include all nonfinancial and financial assets. Reported by IMF staff. Note that due to differences in national accounting, taxation, and supervisory regimes, these data are not strictly comparable across countries.
Raw data are from the electronic version of the IMF’s International Financial Statistics. Private credit by deposit money banks (IFS line 22d); bank deposits (IFS lines 24 and 25).
Reported by IMF staff. Note that due to differences in national accounting, taxation, and supervisory regimes, these data are not strictly comparable across countries.
Raw data are from Bankscope.  Data2075 / data2030. Numerator and denominator are first aggregated on the country level before division. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.
Provisions to nonperforming loans. Nonperforming Loans are loans for which the contractual payments are delinquent, usually defined as and NPL ratio  being overdue for more than a certain number of days (e.g., usually more than 90 days). Reported by IMF staff. Note that due to differences in national accounting, taxation, and supervisory regimes, these data are not strictly comparable across countries.
Stock price volatility is the average of the 360-day volatility of the national stock market index.
Disclosure index denotes the sum of a variety of existing disclosure requirements. These are (i) Law specifies disclosure requirements in plain language, (ii) Law specifies disclosure requirements in local language, (iii) Law specifies requirement for prescribed standardized disclosure format, (iv) Law specifies requirement for recourse rights and processes, and (v) Law specifies disclosure requirement of annual percentage rate using standard formula for credit products.
Index reflecting the existence of formal internal and external dispute resolution mechanisms takes the value 1 if both resolution mechanisms are available, the value 0.5 if one of the mechanisms is available, and 0 if neither of the mechanisms is available.
Getting credit: Distance to the frontier denotes the distance of each economy to the “frontier,” which represents the highest performance observed on the  getting credit indicator across all economies included in Doing Business. An economy’s distance to frontier is indicated on a scale from 0 to 100, where 0 represents the lowest performance and 100 the frontier.
Control of corruption measures the extent to which public power is exercised for private gain, including petty and grand forms of corruption, as well as “capture” of the state by elites and private interests.  Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance.
See definition GV.CONT.CO.ES.  This is the number of surveys/polls used to derive the GV.CONT.CO.ES.
See definition GV.CONT.CO.ES.  Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears.
Government effectiveness measures the quality of public services, the quality and degree of independence from political pressures of the civil service, the quality of policy formulation and implementation, and the credibility of the government’s commitment to such policies. Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance.
See definition GV.GOVT.EF.ES.  This is the number of surveys/polls used to derive the GV.GOVT.EF.ES.
See definition GV.GOVT.EF.ES. Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears.
Political stability and absence of violence measures the perceptions of the likelihood that the government will be destabilized or overthrown by unconstitutional or violent means, including domestic violence or terrorism.  Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance.
See definition GV.POL.ST.ES.  This is the number of surveys/polls used to derive the GV.POL.ST.ES.
See definition GV.POLI.ST.SD.  Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears.
Regulatory quality measures the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development.  Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance.
See definition GV.REGL.LA.ES.  This is the number of surveys/polls used to derive the GV.REGL.LA.ES.
See definition GV.REGL.LA.ES.  Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears.
Rule of law measures the extent to which agents have confidence in and abide by the rules of society, in particular the quality of contract enforcement, the police, and the courts, as well as the likelihood of crime and violence.  Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance.
See definition GV.RULE.LW.ES.  This is the number of surveys/polls used to derive the GV.RULE.LW.ES.
See definition GV.RULE.LW.ES.   Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears.
This is the ranking from the annual Transparency International corruption perceptions index, which ranks more than 150 countries in terms of perceived levels of corruption, as determined by expert assessments and opinion surveys.  For more information on this indicator, please visit http://www.transparency.org/policy_research/surveys_indices/cpi the Transparency International page on the topic.
This information is from the http://www.transparency.org Transparency International web site.  More information may be available there.  CPI Score relates to perceptions of the degree of corruption as seen by business people and country analysts, and ranges between 0 (highly corrupt) and 10 (highly clean).  Data for 2012 Corruption Perceptions Index scores countries on a scale from 0 (highly corrupt) to 100 (very clean).  Confidence range provides a range of possible values of the CPI score. This reflects how a country's score may vary, depending on measurement precision. Nominally, with 5 percent probability the score is above this range and with another 5 percent it is below.
Voice and accountability measures the extent to which a country’s citizens are able to participate in selecting their government and to enjoy freedom of expression, freedom of association, and a free media.  Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance.
See definition GV.VOIC.AC.ES.  This is the number of surveys/polls used to derive the GV.VOIC.AC.ES.
See definition GV.VOIC.AC.ES.  Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears.
Adult survival rate is calculated by subtracting the mortality rate for 15-60 year-olds from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.
Adult survival rate is calculated by subtracting the mortality rate for 15-60 year-olds from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.
Adult survival rate is calculated by subtracting the mortality rate for 15-60 year-olds from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.
Expected years of school is calculated as the sum of age-specific enrollment rates between ages 4 and 17. Age-specific enrollment rates are approximated using school enrollment rates at different levels: pre-primary enrollment rates approximate the age-specific enrolment rates for 4 and 5 year-olds; the primary rate approximates for 6-11 year-olds; the lower-secondary rate approximates for 12-14 year-olds; and the upper-secondary approximates for 15-17 year-olds. Most recent estimates are used.  Year of most recent primary enrollment rate used is shown  in data notes.
Expected years of school is calculated as the sum of age-specific enrollment rates between ages 4 and 17. Age-specific enrollment rates are approximated using school enrollment rates at different levels: pre-primary enrollment rates approximate the age-specific enrolment rates for 4 and 5 year-olds; the primary rate approximates for 6-11 year-olds; the lower-secondary rate approximates for 12-14 year-olds; and the upper-secondary approximates for 15-17 year-olds. Most recent estimates are used.  Year of most recent primary enrollment rate used is shown  in data notes.
Expected years of school is calculated as the sum of age-specific enrollment rates between ages 4 and 17. Age-specific enrollment rates are approximated using school enrollment rates at different levels: pre-primary enrollment rates approximate the age-specific enrolment rates for 4 and 5 year-olds; the primary rate approximates for 6-11 year-olds; the lower-secondary rate approximates for 12-14 year-olds; and the upper-secondary approximates for 15-17 year-olds. Most recent estimates are used.  Year of most recent primary enrollment rate used is shown  in data notes.
Harmonized test scores from major international student achievement testing programs.They are measured in TIMSS-equivalent units, where 300 is minimal attainment and 625 is advanced attainment. Most recent estimates are used.  Year of most recent estimate shown in data notes. 

Test scores from the following testing programs are included:
• TIMSS/PIRLS:  Refers to average of test scores from TIMSS (Trends in International Maths and Science Study) and PIRLS (Progress in International Reading Literacy Study), both carried out by the International Association for the Evaluation of Educational Achievement. Data from each PIRLS round is moved to the year of the nearest TIMSS round and averaged with the TIMSS data.     
• PISA:  Refers to test scores from Programme for International Student Assessment
• PISA+TIMSS/PIRLS:  Refers to the average of these programs for countries and years where both are available
• SACMEQ:  Refers to test scores from Southern and Eastern Africa Consortium for Monitoring Educational Quality 
• PASEC: Refers to test scores from Program of Analysis of Education Systems
• LLECE:  Refers to test scores from Latin American Laboratory for Assessment of the Quality of Education
• PILNA: Refers to test scores from Pacific Islands Literacy and Numeracy Assessment
• EGRA:  Refers to test scores from nationally-representative Early Grade Reading Assessments  
• EGRANR:  Refers to test scores from non-nationally-representative Early Grade Reading Assessments
Harmonized test scores from major international student achievement testing programs.They are measured in TIMSS-equivalent units, where 300 is minimal attainment and 625 is advanced attainment. Most recent estimates are used.  Year of most recent estimate shown in data notes. 

Test scores from the following testing programs are included:
• TIMSS/PIRLS:  Refers to average of test scores from TIMSS (Trends in International Maths and Science Study) and PIRLS (Progress in International Reading Literacy Study), both carried out by the International Association for the Evaluation of Educational Achievement. Data from each PIRLS round is moved to the year of the nearest TIMSS round and averaged with the TIMSS data.     
• PISA:  Refers to test scores from Programme for International Student Assessment
• PISA+TIMSS/PIRLS:  Refers to the average of these programs for countries and years where both are available
• SACMEQ:  Refers to test scores from Southern and Eastern Africa Consortium for Monitoring Educational Quality 
• PASEC: Refers to test scores from Program of Analysis of Education Systems
• LLECE:  Refers to test scores from Latin American Laboratory for Assessment of the Quality of Education
• PILNA: Refers to test scores from Pacific Islands Literacy and Numeracy Assessment
• EGRA:  Refers to test scores from nationally-representative Early Grade Reading Assessments  
• EGRANR:  Refers to test scores from non-nationally-representative Early Grade Reading Assessments
Harmonized test scores from major international student achievement testing programs.They are measured in TIMSS-equivalent units, where 300 is minimal attainment and 625 is advanced attainment. Most recent estimates are used.  Year of most recent estimate shown in data notes. 

Test scores from the following testing programs are included:
• TIMSS/PIRLS:  Refers to average of test scores from TIMSS (Trends in International Maths and Science Study) and PIRLS (Progress in International Reading Literacy Study), both carried out by the International Association for the Evaluation of Educational Achievement. Data from each PIRLS round is moved to the year of the nearest TIMSS round and averaged with the TIMSS data.     
• PISA:  Refers to test scores from Programme for International Student Assessment
• PISA+TIMSS/PIRLS:  Refers to the average of these programs for countries and years where both are available
• SACMEQ:  Refers to test scores from Southern and Eastern Africa Consortium for Monitoring Educational Quality 
• PASEC: Refers to test scores from Program of Analysis of Education Systems
• LLECE:  Refers to test scores from Latin American Laboratory for Assessment of the Quality of Education
• PILNA: Refers to test scores from Pacific Islands Literacy and Numeracy Assessment
• EGRA:  Refers to test scores from nationally-representative Early Grade Reading Assessments  
• EGRANR:  Refers to test scores from non-nationally-representative Early Grade Reading Assessments
Learning-adjusted years of school are calculated by multiplying the estimates of expected years of school by the ratio of most recent harmonized test scores to 625.
Learning-adjusted years of school are calculated by multiplying the estimates of expected years of school by the ratio of most recent harmonized test scores to 625.
Learning-adjusted years of school are calculated by multiplying the estimates of expected years of school by the ratio of most recent harmonized test scores to 625.
Probability of survival to age 5 is calculated by subtracting the under-5 mortality rate from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.
Probability of survival to age 5 is calculated by subtracting the under-5 mortality rate from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.
Probability of survival to age 5 is calculated by subtracting the under-5 mortality rate from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.
The HCI calculates the contributions of health and education to worker productivity. The final index score ranges from zero to one and measures the productivity as a future worker of child born today relative to the benchmark of full health and complete education.
The HCI calculates the contributions of health and education to worker productivity. The final index score ranges from zero to one and measures the productivity as a future worker of child born today relative to the benchmark of full health and complete education.
The HCI lower bound reflects uncertainty in the measurement of  the components and the overall index. It is obtained by recalculating the HCI using estimates of the upper bounds of each of the components of the HCI.  The range between the upper and lower bound is the uncertainty interval.  While the uncertainty intervals constructed here do not have a rigorous statistical interpretation, a rule of thumb is that if for two countries they overlap substantially, the differences between their HCI values are not likely to be practically meaningful.
The HCI lower bound reflects uncertainty in the measurement of  the components and the overall index. It is obtained by recalculating the HCI using estimates of the upper bounds of each of the components of the HCI.  The range between the upper and lower bound is the uncertainty interval.  While the uncertainty intervals constructed here do not have a rigorous statistical interpretation, a rule of thumb is that if for two countries they overlap substantially, the differences between their HCI values are not likely to be practically meaningful.
The HCI lower bound reflects uncertainty in the measurement of  the components and the overall index. It is obtained by recalculating the HCI using estimates of the upper bounds of each of the components of the HCI.  The range between the upper and lower bound is the uncertainty interval.  While the uncertainty intervals constructed here do not have a rigorous statistical interpretation, a rule of thumb is that if for two countries they overlap substantially, the differences between their HCI values are not likely to be practically meaningful.
The HCI calculates the contributions of health and education to worker productivity. The final index score ranges from zero to one and measures the productivity as a future worker of child born today relative to the benchmark of full health and complete education.
The HCI upper bound reflects uncertainty in the measurement of  the components and the overall index. It is obtained by recalculating the HCI using estimates of the upper bounds of each of the components of the HCI.  The range between the upper and lower bound is the uncertainty interval.  While the uncertainty intervals constructed here do not have a rigorous statistical interpretation, a rule of thumb is that if for two countries they overlap substantially, the differences between their HCI values are not likely to be practically meaningful.
The HCI upper bound reflects uncertainty in the measurement of  the components and the overall index. It is obtained by recalculating the HCI using estimates of the upper bounds of each of the components of the HCI.  The range between the upper and lower bound is the uncertainty interval.  While the uncertainty intervals constructed here do not have a rigorous statistical interpretation, a rule of thumb is that if for two countries they overlap substantially, the differences between their HCI values are not likely to be practically meaningful.
The HCI upper bound reflects uncertainty in the measurement of  the components and the overall index. It is obtained by recalculating the HCI using estimates of the upper bounds of each of the components of the HCI.  The range between the upper and lower bound is the uncertainty interval.  While the uncertainty intervals constructed here do not have a rigorous statistical interpretation, a rule of thumb is that if for two countries they overlap substantially, the differences between their HCI values are not likely to be practically meaningful.
Percentage not stunted is calculated by subtracting stunting rates from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.
Percentage not stunted is calculated by subtracting stunting rates from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.
Percentage not stunted is calculated by subtracting stunting rates from 1. Most recent estimates are used.  Year of most recent estimate shown in data notes.
Percentage of women age 18-49 who had more than one sexual partner in the last 12 months and used a condom during last intercourse
Percentage of women age 18-49 who had more than one sexual partner in the last 12 months and used a condom during last intercourse
Percentage of women age 18-49 who had more than one sexual partner in the last 12 months and used a condom during last intercourse
Percentage of women age 18-49 who had more than one sexual partner in the last 12 months and used a condom during last intercourse
Percentage of women age 18-49 who had more than one sexual partner in the last 12 months and used a condom during last intercourse
Percentage of women age 18-49 who had more than one sexual partner in the last 12 months and used a condom during last intercourse
Percentage of population age 15-49 who had blood tests that are positive for HIV1 or HIV2
Percentage of population age 15-49 who had blood tests that are positive for HIV1 or HIV2
Percentage of population age 15-49 who had blood tests that are positive for HIV1 or HIV2
Percentage of population age 15-49 who had blood tests that are positive for HIV1 or HIV2
Percentage of population age 15-49 who had blood tests that are positive for HIV1 or HIV2
Percentage of population age 15-49 who had blood tests that are positive for HIV1 or HIV2
Percentage of women age 15-49 who are married or live in union and currently use a modern method of contraception. Modern methods are defined as female sterilization, male sterilization, the contraceptive pill, intrauterine contraceptive device (IUD), injectables, implants, female condom, male condom, diaphragm, contraceptive foam and contraceptive jelly, lactational amenorrhea method (LAM), emergency contraception, country-specific modern methods and other modern contraceptive methods respondent mentioned.
Percentage of women age 15-49 who are married or live in union and currently use a modern method of contraception. Modern methods are defined as female sterilization, male sterilization, the contraceptive pill, intrauterine contraceptive device (IUD), injectables, implants, female condom, male condom, diaphragm, contraceptive foam and contraceptive jelly, lactational amenorrhea method (LAM), emergency contraception, country-specific modern methods and other modern contraceptive methods respondent mentioned.
Percentage of women age 15-49 who are married or live in union and currently use a modern method of contraception. Modern methods are defined as female sterilization, male sterilization, the contraceptive pill, intrauterine contraceptive device (IUD), injectables, implants, female condom, male condom, diaphragm, contraceptive foam and contraceptive jelly, lactational amenorrhea method (LAM), emergency contraception, country-specific modern methods and other modern contraceptive methods respondent mentioned.
Percentage of women age 15-49 who are married or live in union and currently use a modern method of contraception. Modern methods are defined as female sterilization, male sterilization, the contraceptive pill, intrauterine contraceptive device (IUD), injectables, implants, female condom, male condom, diaphragm, contraceptive foam and contraceptive jelly, lactational amenorrhea method (LAM), emergency contraception, country-specific modern methods and other modern contraceptive methods respondent mentioned.
Percentage of women age 15-49 who are married or live in union and currently use a modern method of contraception. Modern methods are defined as female sterilization, male sterilization, the contraceptive pill, intrauterine contraceptive device (IUD), injectables, implants, female condom, male condom, diaphragm, contraceptive foam and contraceptive jelly, lactational amenorrhea method (LAM), emergency contraception, country-specific modern methods and other modern contraceptive methods respondent mentioned.
Percentage of women age 15-49 who are married or live in union and currently use a modern method of contraception. Modern methods are defined as female sterilization, male sterilization, the contraceptive pill, intrauterine contraceptive device (IUD), injectables, implants, female condom, male condom, diaphragm, contraceptive foam and contraceptive jelly, lactational amenorrhea method (LAM), emergency contraception, country-specific modern methods and other modern contraceptive methods respondent mentioned.
Deaths of children before their 1st birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates
Deaths of children before their 1st birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates
Deaths of children before their 1st birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates
Deaths of children before their 1st birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates
Deaths of children before their 1st birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates
Deaths of children before their 1st birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates
Deaths of children before their 5th birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates
Deaths of children before their 5th birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates
Deaths of children before their 5th birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates
Deaths of children before their 5th birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates
Deaths of children before their 5th birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates
Deaths of children before their 5th birthday per 1,000 live births. Sample: children born up to 5 years before the survey for full population mortality estimates, and up to 10 years before the survey for wealth quintile specific mortality estimates
Percentage of women who received a pap smear in the last 5 years (preferably age 30-49 but age groups may vary)
Percentage of women who received a pap smear in the last 5 years (preferably age 30-49 but age groups may vary)
Percentage of women who received a pap smear in the last 5 years (preferably age 30-49 but age groups may vary)
Percentage of women who received a pap smear in the last 5 years (preferably age 30-49 but age groups may vary)
Percentage of women who received a pap smear in the last 5 years (preferably age 30-49 but age groups may vary)
Percentage of women who received a pap smear in the last 5 years (preferably age 30-49 but age groups may vary)
Percentage of children age 15-23 months who received Bacillus Calmette–Guérin (BCG), measles/Measles-Mumps-Rubella (MMR), 3 doses of polio (excluding polio given at birth) and 3 doses of diphtheria-pertussis-tetanus (DPT)/Pentavalent vaccinations, either verified by vaccination card or by recall of respondent
Percentage of children age 15-23 months who received Bacillus Calmette–Guérin (BCG), measles/Measles-Mumps-Rubella (MMR), 3 doses of polio (excluding polio given at birth) and 3 doses of diphtheria-pertussis-tetanus (DPT)/Pentavalent vaccinations, either verified by vaccination card or by recall of respondent
Percentage of children age 15-23 months who received Bacillus Calmette–Guérin (BCG), measles/Measles-Mumps-Rubella (MMR), 3 doses of polio (excluding polio given at birth) and 3 doses of diphtheria-pertussis-tetanus (DPT)/Pentavalent vaccinations, either verified by vaccination card or by recall of respondent
Percentage of children age 15-23 months who received Bacillus Calmette–Guérin (BCG), measles/Measles-Mumps-Rubella (MMR), 3 doses of polio (excluding polio given at birth) and 3 doses of diphtheria-pertussis-tetanus (DPT)/Pentavalent vaccinations, either verified by vaccination card or by recall of respondent
Percentage of children age 15-23 months who received Bacillus Calmette–Guérin (BCG), measles/Measles-Mumps-Rubella (MMR), 3 doses of polio (excluding polio given at birth) and 3 doses of diphtheria-pertussis-tetanus (DPT)/Pentavalent vaccinations, either verified by vaccination card or by recall of respondent
Percentage of children age 15-23 months who received Bacillus Calmette–Guérin (BCG), measles/Measles-Mumps-Rubella (MMR), 3 doses of polio (excluding polio given at birth) and 3 doses of diphtheria-pertussis-tetanus (DPT)/Pentavalent vaccinations, either verified by vaccination card or by recall of respondent
Percentage of children age 15-23 months who received measles or MMR vaccination, either verified by vaccination card or by recall of respondent
Percentage of children age 15-23 months who received measles or MMR vaccination, either verified by vaccination card or by recall of respondent
Percentage of children age 15-23 months who received measles or MMR vaccination, either verified by vaccination card or by recall of respondent
Percentage of children age 15-23 months who received measles or MMR vaccination, either verified by vaccination card or by recall of respondent
Percentage of children age 15-23 months who received measles or MMR vaccination, either verified by vaccination card or by recall of respondent
Percentage of children age 15-23 months who received measles or MMR vaccination, either verified by vaccination card or by recall of respondent
Percentage of children under 5 who slept under an insecticide treated bed net (ITN) the night before the survey. A bed net is considered treated if it a) is a long-lasting treated net, b) a pre-treated net that was purchased or soaked in insecticides less than 12 months ago, or c) a non-pre-treated net which was soaked in insecticides less than 12 months ago. MICS 2 data points (MICS surveys pre-2002) consider bed nets treated if they were ever treated.)
Percentage of children under 5 who slept under an insecticide treated bed net (ITN) the night before the survey. A bed net is considered treated if it a) is a long-lasting treated net, b) a pre-treated net that was purchased or soaked in insecticides less than 12 months ago, or c) a non-pre-treated net which was soaked in insecticides less than 12 months ago. MICS 2 data points (MICS surveys pre-2002) consider bed nets treated if they were ever treated.)
Percentage of children under 5 who slept under an insecticide treated bed net (ITN) the night before the survey. A bed net is considered treated if it a) is a long-lasting treated net, b) a pre-treated net that was purchased or soaked in insecticides less than 12 months ago, or c) a non-pre-treated net which was soaked in insecticides less than 12 months ago. MICS 2 data points (MICS surveys pre-2002) consider bed nets treated if they were ever treated.)
Percentage of children under 5 who slept under an insecticide treated bed net (ITN) the night before the survey. A bed net is considered treated if it a) is a long-lasting treated net, b) a pre-treated net that was purchased or soaked in insecticides less than 12 months ago, or c) a non-pre-treated net which was soaked in insecticides less than 12 months ago. MICS 2 data points (MICS surveys pre-2002) consider bed nets treated if they were ever treated.)
Percentage of children under 5 who slept under an insecticide treated bed net (ITN) the night before the survey. A bed net is considered treated if it a) is a long-lasting treated net, b) a pre-treated net that was purchased or soaked in insecticides less than 12 months ago, or c) a non-pre-treated net which was soaked in insecticides less than 12 months ago. MICS 2 data points (MICS surveys pre-2002) consider bed nets treated if they were ever treated.)
Percentage of children under 5 who slept under an insecticide treated bed net (ITN) the night before the survey. A bed net is considered treated if it a) is a long-lasting treated net, b) a pre-treated net that was purchased or soaked in insecticides less than 12 months ago, or c) a non-pre-treated net which was soaked in insecticides less than 12 months ago. MICS 2 data points (MICS surveys pre-2002) consider bed nets treated if they were ever treated.)
Percentage of most recent births in last two years with at least 4 antenatal care visits (women age 18-49 at the time of the survey
Percentage of most recent births in last two years with at least 4 antenatal care visits (women age 18-49 at the time of the survey
Percentage of most recent births in last two years with at least 4 antenatal care visits (women age 18-49 at the time of the survey
Percentage of most recent births in last two years with at least 4 antenatal care visits (women age 18-49 at the time of the survey
Percentage of most recent births in last two years with at least 4 antenatal care visits (women age 18-49 at the time of the survey
Percentage of most recent births in last two years with at least 4 antenatal care visits (women age 18-49 at the time of the survey
Percentage of children under 5 with cough and rapid breathing in the two weeks preceding the survey (DHS, WHS) who had a consultation with a formal healthcare provider (excluding pharmacies and visits to “other” healthcare providers). MICS data points use sample of children under 5 with cough and rapid breathing in the 2 weeks preceding the survey which originated from the chest. The definition of formal healthcare providers varies by country and data source.
Percentage of children under 5 with cough and rapid breathing in the two weeks preceding the survey (DHS, WHS) who had a consultation with a formal healthcare provider (excluding pharmacies and visits to “other” healthcare providers). MICS data points use sample of children under 5 with cough and rapid breathing in the 2 weeks preceding the survey which originated from the chest. The definition of formal healthcare providers varies by country and data source.
Percentage of children under 5 with cough and rapid breathing in the two weeks preceding the survey (DHS, WHS) who had a consultation with a formal healthcare provider (excluding pharmacies and visits to “other” healthcare providers). MICS data points use sample of children under 5 with cough and rapid breathing in the 2 weeks preceding the survey which originated from the chest. The definition of formal healthcare providers varies by country and data source.
Percentage of children under 5 with cough and rapid breathing in the two weeks preceding the survey (DHS, WHS) who had a consultation with a formal healthcare provider (excluding pharmacies and visits to “other” healthcare providers). MICS data points use sample of children under 5 with cough and rapid breathing in the 2 weeks preceding the survey which originated from the chest. The definition of formal healthcare providers varies by country and data source.
Percentage of children under 5 with cough and rapid breathing in the two weeks preceding the survey (DHS, WHS) who had a consultation with a formal healthcare provider (excluding pharmacies and visits to “other” healthcare providers). MICS data points use sample of children under 5 with cough and rapid breathing in the 2 weeks preceding the survey which originated from the chest. The definition of formal healthcare providers varies by country and data source.
Percentage of children under 5 with cough and rapid breathing in the two weeks preceding the survey (DHS, WHS) who had a consultation with a formal healthcare provider (excluding pharmacies and visits to “other” healthcare providers). MICS data points use sample of children under 5 with cough and rapid breathing in the 2 weeks preceding the survey which originated from the chest. The definition of formal healthcare providers varies by country and data source.
Percentage of population aged 40-69 at increased risk of diabetes (overweight, obese) having their blood sugar measured in the last 5 years
Percentage of population aged 40-69 at increased risk of diabetes (overweight, obese) having their blood sugar measured in the last 5 years
Percentage of population aged 40-69 at increased risk of diabetes (overweight, obese) having their blood sugar measured in the last 5 years
Percentage of population aged 40-69 at increased risk of diabetes (overweight, obese) having their blood sugar measured in the last 5 years
Percentage of population aged 40-69 at increased risk of diabetes (overweight, obese) having their blood sugar measured in the last 5 years
Percentage of population aged 40-69 at increased risk of diabetes (overweight, obese) having their blood sugar measured in the last 5 years
Percentage of population over 18 having their blood pressure measured by health professional in the last year
Percentage of population over 18 having their blood pressure measured by health professional in the last year
Percentage of population over 18 having their blood pressure measured by health professional in the last year
Percentage of population over 18 having their blood pressure measured by health professional in the last year
Percentage of population over 18 having their blood pressure measured by health professional in the last year
Percentage of population over 18 having their blood pressure measured by health professional in the last year
Percentage of adult population with high blood pressure or on treatment for high blood pressure (age-range may vary)
Percentage of adult population with high blood pressure or on treatment for high blood pressure (age-range may vary)
Percentage of adult population with high blood pressure or on treatment for high blood pressure (age-range may vary)
Percentage of adult population with high blood pressure or on treatment for high blood pressure (age-range may vary)
Percentage of adult population with high blood pressure or on treatment for high blood pressure (age-range may vary)
Percentage of adult population with high blood pressure or on treatment for high blood pressure (age-range may vary)
Percentage of adult population being treated for high blood pressure (age-range may vary)
Percentage of adult population being treated for high blood pressure (age-range may vary)
Percentage of adult population being treated for high blood pressure (age-range may vary)
Percentage of adult population being treated for high blood pressure (age-range may vary)
Percentage of adult population being treated for high blood pressure (age-range may vary)
Percentage of adult population being treated for high blood pressure (age-range may vary)
Percentage of most recent births in last 2 years attended by any skilled health personnel (women age 18-49 at the time of the survey). Definition of skilled varies by country and survey but always includes doctor, nurse, midwife and auxiliary midwife).
Percentage of most recent births in last 2 years attended by any skilled health personnel (women age 18-49 at the time of the survey). Definition of skilled varies by country and survey but always includes doctor, nurse, midwife and auxiliary midwife).
Percentage of most recent births in last 2 years attended by any skilled health personnel (women age 18-49 at the time of the survey). Definition of skilled varies by country and survey but always includes doctor, nurse, midwife and auxiliary midwife).
Percentage of most recent births in last 2 years attended by any skilled health personnel (women age 18-49 at the time of the survey). Definition of skilled varies by country and survey but always includes doctor, nurse, midwife and auxiliary midwife).
Percentage of most recent births in last 2 years attended by any skilled health personnel (women age 18-49 at the time of the survey). Definition of skilled varies by country and survey but always includes doctor, nurse, midwife and auxiliary midwife).
Percentage of most recent births in last 2 years attended by any skilled health personnel (women age 18-49 at the time of the survey). Definition of skilled varies by country and survey but always includes doctor, nurse, midwife and auxiliary midwife).
Percentage of adult population with high cholesterol or on treatment for high cholesterol (age-range may vary)
Percentage of adult population at risk (overweight or obese and older than 20, male and older than 34) having their cholesterol levels measured in the last 5 years
Percentage of adult population at risk (overweight or obese and older than 20, male and older than 34) having their cholesterol levels measured in the last 5 years
Percentage of adult population at risk (overweight or obese and older than 20, male and older than 34) having their cholesterol levels measured in the last 5 years
Percentage of adult population at risk (overweight or obese and older than 20, male and older than 34) having their cholesterol levels measured in the last 5 years
Percentage of adult population at risk (overweight or obese and older than 20, male and older than 34) having their cholesterol levels measured in the last 5 years
Percentage of adult population at risk (overweight or obese and older than 20, male and older than 34) having their cholesterol levels measured in the last 5 years
Percentage of adult population being treated for raised blood glucose or diabetes (age-range may vary)
Percentage of adult population being treated for raised blood glucose or diabetes (age-range may vary)
Percentage of adult population being treated for raised blood glucose or diabetes (age-range may vary)
Percentage of adult population being treated for raised blood glucose or diabetes (age-range may vary)
Percentage of adult population being treated for raised blood glucose or diabetes (age-range may vary)
Percentage of adult population being treated for raised blood glucose or diabetes (age-range may vary)
Percentage of adult population with impaired fasting glycaemia (age-range may vary)
Percentage of population age 18 and older using inpatient care in the last 12 months
Percentage of population age 18 and older using inpatient care in the last 12 months
Percentage of population age 18 and older using inpatient care in the last 12 months
Percentage of population age 18 and older using inpatient care in the last 12 months
Percentage of population age 18 and older using inpatient care in the last 12 months
Percentage of population age 18 and older using inpatient care in the last 12 months
Percentage of children under 5 with a Weight-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)
Percentage of children under 5 with a Weight-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)
Percentage of children under 5 with a Weight-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)
Percentage of children under 5 with a Weight-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)
Percentage of children under 5 with a Weight-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)
Percentage of children under 5 with a Weight-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)
Percentage of women who received a mammogram in the last 2 years (preferably age 50-69 but age groups may vary)
Percentage of women who received a mammogram in the last 2 years (preferably age 50-69 but age groups may vary)
Percentage of women who received a mammogram in the last 2 years (preferably age 50-69 but age groups may vary)
Percentage of women who received a mammogram in the last 2 years (preferably age 50-69 but age groups may vary)
Percentage of women who received a mammogram in the last 2 years (preferably age 50-69 but age groups may vary)
Percentage of women who received a mammogram in the last 2 years (preferably age 50-69 but age groups may vary)
Percentage of females aged 15-49 with BMI above 30 (excludes currently pregnant women and women having given birth in the three months preceding the survey)
Percentage of females aged 15-49 with BMI above 30 (excludes currently pregnant women and women having given birth in the three months preceding the survey)
Percentage of females aged 15-49 with BMI above 30 (excludes currently pregnant women and women having given birth in the three months preceding the survey)
Percentage of females aged 15-49 with BMI above 30 (excludes currently pregnant women and women having given birth in the three months preceding the survey)
Percentage of females aged 15-49 with BMI above 30 (excludes currently pregnant women and women having given birth in the three months preceding the survey)
Percentage of females aged 15-49 with BMI above 30 (excludes currently pregnant women and women having given birth in the three months preceding the survey)
Percentage of females aged 18 and older with BMI above 30
Percentage of females aged 18 and older with BMI above 30
Percentage of females aged 18 and older with BMI above 30
Percentage of females aged 18 and older with BMI above 30
Percentage of females aged 18 and older with BMI above 30
Percentage of females aged 18 and older with BMI above 30
Percentage of males aged 18 and older with BMI above 30
Percentage of males aged 18 and older with BMI above 30
Percentage of males aged 18 and older with BMI above 30
Percentage of males aged 18 and older with BMI above 30
Percentage of males aged 18 and older with BMI above 30
Percentage of males aged 18 and older with BMI above 30
Percentage of population aged 18 or older with BMI above 30
Percentage of population aged 18 or older with BMI above 30
Percentage of population aged 18 or older with BMI above 30
Percentage of population aged 18 or older with BMI above 30
Percentage of population aged 18 or older with BMI above 30
Percentage of population aged 18 or older with BMI above 30
Percentage of children under 5 with diarrhea in the 2 weeks before the survey who were given oral rehydration salts (ORS)
Percentage of children under 5 with diarrhea in the 2 weeks before the survey who were given oral rehydration salts (ORS)
Percentage of children under 5 with diarrhea in the 2 weeks before the survey who were given oral rehydration salts (ORS)
Percentage of children under 5 with diarrhea in the 2 weeks before the survey who were given oral rehydration salts (ORS)
Percentage of children under 5 with diarrhea in the 2 weeks before the survey who were given oral rehydration salts (ORS)
Percentage of children under 5 with diarrhea in the 2 weeks before the survey who were given oral rehydration salts (ORS)
Percentage of female population aged 15-49 with BMI above 25 (excludes currently pregnant women and women having given birth in the three months preceding the survey)
Percentage of female population aged 15-49 with BMI above 25 (excludes currently pregnant women and women having given birth in the three months preceding the survey)
Percentage of female population aged 15-49 with BMI above 25 (excludes currently pregnant women and women having given birth in the three months preceding the survey)
Percentage of female population aged 15-49 with BMI above 25 (excludes currently pregnant women and women having given birth in the three months preceding the survey)
Percentage of female population aged 15-49 with BMI above 25 (excludes currently pregnant women and women having given birth in the three months preceding the survey)
Percentage of female population aged 15-49 with BMI above 25 (excludes currently pregnant women and women having given birth in the three months preceding the survey)
Percentage of female population aged 18 or older with BMI above 25
Percentage of female population aged 18 or older with BMI above 25
Percentage of female population aged 18 or older with BMI above 25
Percentage of female population aged 18 or older with BMI above 25
Percentage of female population aged 18 or older with BMI above 25
Percentage of female population aged 18 or older with BMI above 25
Percentage of male population aged 18 or older with BMI above 25
Percentage of male population aged 18 or older with BMI above 25
Percentage of male population aged 18 or older with BMI above 25
Percentage of male population aged 18 or older with BMI above 25
Percentage of male population aged 18 or older with BMI above 25
Percentage of male population aged 18 or older with BMI above 25
Percentage of population aged 18 or older with BMI above 25
Percentage of population aged 18 or older with BMI above 25
Percentage of population aged 18 or older with BMI above 25
Percentage of population aged 18 or older with BMI above 25
Percentage of population aged 18 or older with BMI above 25
Percentage of population aged 18 or older with BMI above 25
Percentage of children under 5 with a Height-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)
Percentage of children under 5 with a Height-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)
Percentage of children under 5 with a Height-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)
Percentage of children under 5 with a Height-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)
Percentage of children under 5 with a Height-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)
Percentage of children under 5 with a Height-for-Age z-score <-2 standard deviations from the reference median (z-score calculated using WHO 2006 Child Growth Standards)
Percentage of population pushed below 60% of median consumption by out-of-pocket health spending
Percentage of population pushed below 60% of median consumption by out-of-pocket health spending
Percentage of population pushed below 60% of median consumption by out-of-pocket health spending
Percentage of population pushed below 60% of median consumption by out-of-pocket health spending
Percentage of population pushed below 60% of median consumption by out-of-pocket health spending
Percentage of population pushed below 60% of median consumption by out-of-pocket health spending
Percentage of population pushed below 1.90 international $ per day consumption poverty line by out-of-pocket health spending
Percentage of population pushed below 1.90 international $ per day consumption poverty line by out-of-pocket health spending
Percentage of population pushed below 1.90 international $ per day consumption poverty line by out-of-pocket health spending
Percentage of population pushed below 1.90 international $ per day consumption poverty line by out-of-pocket health spending
Percentage of population pushed below 1.90 international $ per day consumption poverty line by out-of-pocket health spending
Percentage of population pushed below 1.90 international $ per day consumption poverty line by out-of-pocket health spending
Percentage of population pushed below 3.20 international $ per day consumption poverty line by out-of-pocket health spending
Percentage of population pushed below 3.20 international $ per day consumption poverty line by out-of-pocket health spending
Percentage of population pushed below 3.20 international $ per day consumption poverty line by out-of-pocket health spending
Percentage of population pushed below 3.20 international $ per day consumption poverty line by out-of-pocket health spending
Percentage of population pushed below 3.20 international $ per day consumption poverty line by out-of-pocket health spending
Percentage of population pushed below 3.20 international $ per day consumption poverty line by out-of-pocket health spending
Percentage of population with out-of-pocket health spending larger than 10% of total household expenditure
Percentage of population with out-of-pocket health spending larger than 10% of total household expenditure
Percentage of population with out-of-pocket health spending larger than 10% of total household expenditure
Percentage of population with out-of-pocket health spending larger than 10% of total household expenditure
Percentage of population with out-of-pocket health spending larger than 10% of total household expenditure
Percentage of population with out-of-pocket health spending larger than 10% of total household expenditure
Percentage of population with out-of-pocket health spending larger than 25% of total household expenditure
Percentage of population with out-of-pocket health spending larger than 25% of total household expenditure
Percentage of population with out-of-pocket health spending larger than 25% of total household expenditure
Percentage of population with out-of-pocket health spending larger than 25% of total household expenditure
Percentage of population with out-of-pocket health spending larger than 25% of total household expenditure
Percentage of population with out-of-pocket health spending larger than 25% of total household expenditure
Percentage of women age 15-49 who are married or live in union who do not want to become pregnant but are not using contraception (revised definition by Bradley et al. 2012)
Percentage of women age 15-49 who are married or live in union who do not want to become pregnant but are not using contraception (revised definition by Bradley et al. 2012)
Percentage of women age 15-49 who are married or live in union who do not want to become pregnant but are not using contraception (revised definition by Bradley et al. 2012)
Percentage of women age 15-49 who are married or live in union who do not want to become pregnant but are not using contraception (revised definition by Bradley et al. 2012)
Percentage of women age 15-49 who are married or live in union who do not want to become pregnant but are not using contraception (revised definition by Bradley et al. 2012)
Percentage of women age 15-49 who are married or live in union who do not want to become pregnant but are not using contraception (revised definition by Bradley et al. 2012)
Gross attendance rate. Post Secondary is the number of post-secondary school pupils of any age, expressed as a percentage of youth of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.
Gross attendance rate. Post Secondary. Female is the number of female post-secondary school pupils of any age, expressed as a percentage of the population of females of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.
Gross attendance rate. Post Secondary. Male is the number of male post-secondary school pupils of any age, expressed as a percentage of the population of males of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.
Gross attendance rate. Post Secondary. Quintile 1 is the number of quintile 1 post-secondary school pupils of any age, expressed as a percentage of the quintile 1 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gross attendance rate. Post Secondary. Quintile 2 is the number of quintile 2 post-secondary school pupils of any age, expressed as a percentage of the quintile 2 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gross attendance rate. Post Secondary. Quintile 3 is the number of quintile 3 post-secondary school pupils of any age, expressed as a percentage of the quintile 3 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gross attendance rate. Post Secondary. Quintile 4 is the number of quintile 4 post-secondary school pupils of any age, expressed as a percentage of the quintile 4 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gross attendance rate. Post Secondary. Quintile 5 is the number of quintile 5 post-secondary school pupils of any age, expressed as a percentage of the quintile 5 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gross attendance rate. Post Secondary. Rural is the number of rural post-secondary school pupils of any age, expressed as a percentage of the rural population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.
Gross attendance rate. Post Secondary. Urban is the number of urban post-secondary school pupils of any age, expressed as a percentage of the urban population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.
Net attendance rate. Primary. Total is the proportion of children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.
Net attendance rate. Primary. Female is the proportion of female children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.
Net attendance rate. Primary. Male is the proportion of male children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.
Net attendance rate. Primary. Quintile 1 is the proportion of quintile 1 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Primary. Quintile 2 is the proportion of quintile 2 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Primary. Quintile 3 is the proportion of quintile 3 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Primary. Quintile 4 is the proportion of quintile 4 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Primary. Quintile 5 is the proportion of quintile 5 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Primary. Rural is the proportion of rural children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.
Net attendance rate. Primary. Urban is the proportion of urban children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.
Net attendance rate. Secondary is the proportion of children of official secondary school age who are attending secondary school.
Net attendance rate. Secondary. Female is the proportion of female children of official secondary school age who are attending secondary school.
Net attendance rate. Secondary. Male is the proportion of male children of official secondary school age who are attending secondary school.
Net attendance rate. Secondary. Quintile 1 is the proportion of quintile 1 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Secondary. Quintile 2 is the proportion of quintile 2 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Secondary. Quintile 3 is the proportion of quintile 3 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Secondary. Quintile 4 is the proportion of quintile 4 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Secondary. Quintile 5 is the proportion of quintile 5 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Secondary. Rural is the proportion of rural children of official secondary school age who are attending secondary school.
Net attendance rate. Secondary. Urban is the proportion of urban children of official secondary school age who are attending secondary school.
Net intake rate for the first grade of primary education is the number of new pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the children of official entrance age to primary education.
Net intake rate for the first grade of primary education. Female is the number of new female pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the females of official entrance age to primary education.
Net intake rate for the first grade of primary education. Male is the number of new male pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the males of official entrance age to primary education.
Net intake rate for the first grade of primary education. Quintile 1 is the number of new quintile 1 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 1 population of official entrance age to primary education. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net intake rate for the first grade of primary education. Quintile 2 is the number of new quintile 2 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 2 population of official entrance age to primary education. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net intake rate for the first grade of primary education. Quintile 3 is the number of new quintile 3 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 3 population of official entrance age to primary education. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net intake rate for the first grade of primary education. Quintile 4 is the number of new quintile 4 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 4 population of official entrance age to primary education. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net intake rate for the first grade of primary education. Quintile 5 is the number of new quintile 5 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 5 population of official entrance age to primary education. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net intake rate for the first grade of primary education. Rural is the number of new rural pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the rural population of official entrance age to primary education.
Net intake rate for the first grade of primary education. Urban is the number of new urban pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the urban population of official entrance age to primary education.
Proportion of out-of-school. Primary is the number of children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.
Proportion of out-of-school. Primary. Female is the number of female children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of female children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.
Proportion of out-of-school. Primary. Male is the number of male children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of male children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.
Proportion of out-of-school. Primary. Quintile 1 is the number of quintile 1 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 1 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Proportion of out-of-school. Primary. Quintile 2 is the number of quintile 2 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 2 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Proportion of out-of-school. Primary. Quintile 3 is the number of quintile 3 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 3 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Proportion of out-of-school. Primary. Quintile 4 is the number of quintile 4 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 4 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Proportion of out-of-school. Primary. Quintile 5 is the number of quintile 5 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 5 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Proportion of out-of-school. Primary. Rural is the number of rural children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of rural children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.
Proportion of out-of-school. Primary. Urban is the number of urban children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of urban children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.
Typology of out-of-school children. Primary. Dropped out is the proportion of out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Dropped out. Female is the proportion of female out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Dropped out. Male is the proportion of male out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Dropped out. Quintile 1 is the proportion of quintile 1 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Dropped out. Quintile 2 is the proportion of quintile 2 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Dropped out. Quintile 3 is the proportion of quintile 3 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Dropped out. Quintile 4 is the proportion of quintile 4 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Dropped out. Quintile 5 is the proportion of quintile 5 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Dropped out. Rural is the proportion of rural out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Dropped out. Urban is the proportion of urban out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Late entry is defined as the proportion of out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Late entry. Female is defined as the proportion of female out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Late entry. Male is defined as the proportion of male out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Late entry. Quintile 1 is defined as the proportion of quintile 1 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Late entry. Quintile 2 is defined as the proportion of quintile 2 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Late entry. Quintile 3 is defined as the proportion of quintile 3 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Late entry. Quintile 4 is defined as the proportion of quintile 4 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Late entry. Quintile 5 is defined as the proportion of quintile 5 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Late entry. Rural is defined as the proportion of rural out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Late entry. Urban is defined as the proportion of urban out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Never in school is the percentage of out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.
Typology of out-of-school children. Primary. Never in school. Female is the percentage of female out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.
Typology of out-of-school children. Primary. Never in school. Male is the percentage of male out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.
Typology of out-of-school children. Primary. Never in school. Quintile 1 is the percentage of quintile 1 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Never in school. Quintile 2 is the percentage of quintile 2 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Never in school. Quintile 3 is the percentage of quintile 3 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Never in school. Quintile 4 is the percentage of quintile 4 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Never in school. Quintile 5 is the percentage of quintile 5 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Never in school. Rural is the percentage of rural out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.
Typology of out-of-school children. Primary. Never in school. Urban is the percentage of urban out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.
Primary completion rate is the total number of students of any age in the last grade of primary school, minus the number of repeaters in that grade, divided by the number of children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.
Primary completion rate. Female is the total number of female students of any age in the last grade of primary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.
Primary completion rate. Male is the total number of male students of any age in the last grade of primary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.
Primary completion rate. Quintile 1 is the total number of quintile 1 students of any age in the last grade of primary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Primary completion rate. Quintile 2 is the total number of quintile 2 students of any age in the last grade of primary school, minus the number of quintile 2 repeaters in that grade, divided by the number of quintile 2 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Primary completion rate. Quintile 3 is the total number of quintile 3 students of any age in the last grade of primary school, minus the number of quintile 3 repeaters in that grade, divided by the number of quintile 3 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Primary completion rate. Quintile 4 is the total number of quintile 4 students of any age in the last grade of primary school, minus the number of quintile 4 repeaters in that grade, divided by the number of quintile 4 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Primary completion rate. Quintile 5 is the total number of quintile 5 students of any age in the last grade of primary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Primary completion rate. Rural is the total number of rural students of any age in the last grade of primary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.
Primary completion rate. Urban is the total number of urban students of any age in the last grade of primary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.
Secondary completion rate is the total number of students of any age in last grade of secondary school, minus the number of repeaters in that grade, divided by the number of children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.
Secondary completion rate. Female is the total number of female students of any age in last grade of secondary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.
Secondary completion rate. Male is the total number of male students of any age in last grade of secondary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.
Secondary completion rate. Quintile 1 is the total number of quintile 1 students of any age in last grade of secondary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Secondary completion rate. Quintile 2 is the total number of quintile 2 students of any age in last grade of secondary school, minus the number of quintile 2 repeaters in that grade, divided by the number of quintile 2 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Secondary completion rate. Quintile 3 is the total number of quintile 3 students of any age in last grade of secondary school, minus the number of quintile 3 repeaters in that grade, divided by the number of quintile 3 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Secondary completion rate. Quintile 4 is the total number of quintile 4 students of any age in last grade of secondary school, minus the number of quintile 4 repeaters in that grade, divided by the number of quintile 4 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Secondary completion rate. Quintile 5 is the total number of quintile 5 students of any age in last grade of secondary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Secondary completion rate. Rural is the total number of rural students of any age in last grade of secondary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.
Secondary completion rate. Urban is the total number of urban students of any age in last grade of secondary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.
Transition rate. Primary to Secondary is the proportion of pupils in the last grade of primary who transition to the first grade of secondary the following school year.
Transition rate. Primary to Secondary. Female is the proportion of female pupils in the last grade of primary who transition to the first grade of secondary the following school year.
Transition rate. Primary to Secondary. Male is the proportion of male pupils in the last grade of primary who transition to the first grade of secondary the following school year.
Transition rate. Primary to Secondary. Quintile 1 is the proportion of quintile 1 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Transition rate. Primary to Secondary. Quintile 2 is the proportion of quintile 2 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Transition rate. Primary to Secondary. Quintile 3 is the proportion of quintile 3 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Transition rate. Primary to Secondary. Quintile 4 is the proportion of quintile 4 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Transition rate. Primary to Secondary. Quintile 5 is the proportion of quintile 5 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Transition rate. Primary to Secondary. Rural is the proportion of rural pupils in the last grade of primary who transition to the first grade of secondary the following school year.
Transition rate. Primary to Secondary. Urban is the proportion of urban pupils in the last grade of primary who transition to the first grade of secondary the following school year.
Average years of schooling by age group. Age 15-19 is the number of years of formal schooling received, on average, by the population of the given age group.
Average years of schooling by age group. Age 15-19. Female is the number of years of formal schooling received, on average, by the female population of the given age group.
Average years of schooling by age group. Age 15-19. Male is the number of years of formal schooling received, on average, by the male population of the given age group.
Average years of schooling by age group. Age 15-19. Quintile 1 is the number of years of formal schooling received, on average, by the quintile 1 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Average years of schooling by age group. Age 15-19. Quintile 2 is the number of years of formal schooling received, on average, by the quintile 2 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Average years of schooling by age group. Age 15-19. Quintile 3 is the number of years of formal schooling received, on average, by the quintile 3 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Average years of schooling by age group. Age 15-19. Quintile 4 is the number of years of formal schooling received, on average, by the quintile 4 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Average years of schooling by age group. Age 15-19. Quintile 5 is the number of years of formal schooling received, on average, by the quintile 5 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Average years of schooling by age group. Age 15-19. Rural is the number of years of formal schooling received, on average, by the rural population of the given age group.
Average years of schooling by age group. Age 15-19. Urban is the number of years of formal schooling received, on average, by the urban population of the given age group.
Gini coefficient of average years of schooling. Age 15+ measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.
Gini coefficient of average years of schooling. Age 15+. Female measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.
Gini coefficient of average years of schooling. Age 15+. Male measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.
Gini coefficient of average years of schooling. Age 15+. Quintile 1 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gini coefficient of average years of schooling. Age 15+. Quintile 2 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gini coefficient of average years of schooling. Age 15+. Quintile 3 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gini coefficient of average years of schooling. Age 15+. Quintile 4 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gini coefficient of average years of schooling. Age 15+. Quintile 5 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gini coefficient of average years of schooling. Age 15+. Rural measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.
Gini coefficient of average years of schooling. Age 15+. Urban measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.
Gross attendance rate. Post Secondary is the number of post-secondary school pupils of any age, expressed as a percentage of youth of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.
Gross attendance rate. Post Secondary. Female is the number of female post-secondary school pupils of any age, expressed as a percentage of the population of females of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.
Gross attendance rate. Post Secondary. Male is the number of male post-secondary school pupils of any age, expressed as a percentage of the population of males of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.
Gross attendance rate. Post Secondary. Quintile 1 is the number of quintile 1 post-secondary school pupils of any age, expressed as a percentage of the quintile 1 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gross attendance rate. Post Secondary. Quintile 2 is the number of quintile 2 post-secondary school pupils of any age, expressed as a percentage of the quintile 2 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gross attendance rate. Post Secondary. Quintile 3 is the number of quintile 3 post-secondary school pupils of any age, expressed as a percentage of the quintile 3 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gross attendance rate. Post Secondary. Quintile 4 is the number of quintile 4 post-secondary school pupils of any age, expressed as a percentage of the quintile 4 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gross attendance rate. Post Secondary. Quintile 5 is the number of quintile 5 post-secondary school pupils of any age, expressed as a percentage of the quintile 5 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gross attendance rate. Post Secondary. Rural is the number of rural post-secondary school pupils of any age, expressed as a percentage of the rural population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.
Gross attendance rate. Post Secondary. Urban is the number of urban post-secondary school pupils of any age, expressed as a percentage of the urban population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.
Net attendance rate. Primary. Total is the proportion of children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.
Net attendance rate. Primary. Female is the proportion of female children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.
Net attendance rate. Primary. Male is the proportion of male children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.
Net attendance rate. Primary. Quintile 1 is the proportion of quintile 1 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Primary. Quintile 2 is the proportion of quintile 2 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Primary. Quintile 3 is the proportion of quintile 3 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Primary. Quintile 4 is the proportion of quintile 4 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Primary. Quintile 5 is the proportion of quintile 5 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Primary. Rural is the proportion of rural children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.
Net attendance rate. Primary. Urban is the proportion of urban children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.
Net attendance rate. Secondary is the proportion of children of official secondary school age who are attending secondary school.
Net attendance rate. Secondary. Female is the proportion of female children of official secondary school age who are attending secondary school.
Net attendance rate. Secondary. Male is the proportion of male children of official secondary school age who are attending secondary school.
Net attendance rate. Secondary. Quintile 1 is the proportion of quintile 1 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Secondary. Quintile 2 is the proportion of quintile 2 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Secondary. Quintile 3 is the proportion of quintile 3 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Secondary. Quintile 4 is the proportion of quintile 4 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Secondary. Quintile 5 is the proportion of quintile 5 children of official secondary school age who are attending secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Net attendance rate. Secondary. Rural is the proportion of rural children of official secondary school age who are attending secondary school.
Net attendance rate. Secondary. Urban is the proportion of urban children of official secondary school age who are attending secondary school.
Proportion of out-of-school. Primary is the number of children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.
Proportion of out-of-school. Primary. Female is the number of female children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of female children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.
Proportion of out-of-school. Primary. Male is the number of male children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of male children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.
Proportion of out-of-school. Primary. Quintile 1 is the number of quintile 1 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 1 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Proportion of out-of-school. Primary. Quintile 2 is the number of quintile 2 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 2 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Proportion of out-of-school. Primary. Quintile 3 is the number of quintile 3 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 3 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Proportion of out-of-school. Primary. Quintile 4 is the number of quintile 4 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 4 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Proportion of out-of-school. Primary. Quintile 5 is the number of quintile 5 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 5 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Proportion of out-of-school. Primary. Rural is the number of rural children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of rural children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.
Proportion of out-of-school. Primary. Urban is the number of urban children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of urban children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.
Typology of out-of-school children. Primary. Dropped out is the proportion of out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Dropped out. Female is the proportion of female out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Dropped out. Male is the proportion of male out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Dropped out. Quintile 1 is the proportion of quintile 1 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Dropped out. Quintile 2 is the proportion of quintile 2 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Dropped out. Quintile 3 is the proportion of quintile 3 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Dropped out. Quintile 4 is the proportion of quintile 4 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Dropped out. Quintile 5 is the proportion of quintile 5 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Dropped out. Rural is the proportion of rural out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Dropped out. Urban is the proportion of urban out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Late entry is defined as the proportion of out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Late entry. Female is defined as the proportion of female out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Late entry. Male is defined as the proportion of male out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Late entry. Quintile 1 is defined as the proportion of quintile 1 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Late entry. Quintile 2 is defined as the proportion of quintile 2 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Late entry. Quintile 3 is defined as the proportion of quintile 3 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Late entry. Quintile 4 is defined as the proportion of quintile 4 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Late entry. Quintile 5 is defined as the proportion of quintile 5 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Late entry. Rural is defined as the proportion of rural out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Late entry. Urban is defined as the proportion of urban out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.
Typology of out-of-school children. Primary. Never in school is the percentage of out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.
Typology of out-of-school children. Primary. Never in school. Female is the percentage of female out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.
Typology of out-of-school children. Primary. Never in school. Male is the percentage of male out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.
Typology of out-of-school children. Primary. Never in school. Quintile 1 is the percentage of quintile 1 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Never in school. Quintile 2 is the percentage of quintile 2 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Never in school. Quintile 3 is the percentage of quintile 3 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Never in school. Quintile 4 is the percentage of quintile 4 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Never in school. Quintile 5 is the percentage of quintile 5 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Typology of out-of-school children. Primary. Never in school. Rural is the percentage of rural out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.
Typology of out-of-school children. Primary. Never in school. Urban is the percentage of urban out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.
Primary completion rate is the total number of students of any age in the last grade of primary school, minus the number of repeaters in that grade, divided by the number of children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.
Primary completion rate. Female is the total number of female students of any age in the last grade of primary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.
Primary completion rate. Male is the total number of male students of any age in the last grade of primary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.
Primary completion rate. Quintile 1 is the total number of quintile 1 students of any age in the last grade of primary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Primary completion rate. Quintile 2 is the total number of quintile 2 students of any age in the last grade of primary school, minus the number of quintile 2 repeaters in that grade, divided by the number of quintile 2 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Primary completion rate. Quintile 3 is the total number of quintile 3 students of any age in the last grade of primary school, minus the number of quintile 3 repeaters in that grade, divided by the number of quintile 3 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Primary completion rate. Quintile 4 is the total number of quintile 4 students of any age in the last grade of primary school, minus the number of quintile 4 repeaters in that grade, divided by the number of quintile 4 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Primary completion rate. Quintile 5 is the total number of quintile 5 students of any age in the last grade of primary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Primary completion rate. Rural is the total number of rural students of any age in the last grade of primary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.
Primary completion rate. Urban is the total number of urban students of any age in the last grade of primary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.
Secondary completion rate is the total number of students of any age in last grade of secondary school, minus the number of repeaters in that grade, divided by the number of children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.
Secondary completion rate. Female is the total number of female students of any age in last grade of secondary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.
Secondary completion rate. Male is the total number of male students of any age in last grade of secondary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.
Secondary completion rate. Quintile 1 is the total number of quintile 1 students of any age in last grade of secondary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Secondary completion rate. Quintile 2 is the total number of quintile 2 students of any age in last grade of secondary school, minus the number of quintile 2 repeaters in that grade, divided by the number of quintile 2 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Secondary completion rate. Quintile 3 is the total number of quintile 3 students of any age in last grade of secondary school, minus the number of quintile 3 repeaters in that grade, divided by the number of quintile 3 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Secondary completion rate. Quintile 4 is the total number of quintile 4 students of any age in last grade of secondary school, minus the number of quintile 4 repeaters in that grade, divided by the number of quintile 4 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Secondary completion rate. Quintile 5 is the total number of quintile 5 students of any age in last grade of secondary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Secondary completion rate. Rural is the total number of rural students of any age in last grade of secondary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.
Secondary completion rate. Urban is the total number of urban students of any age in last grade of secondary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.
Transition rate. Primary to Secondary is the proportion of pupils in the last grade of primary who transition to the first grade of secondary the following school year.
Transition rate. Primary to Secondary. Female is the proportion of female pupils in the last grade of primary who transition to the first grade of secondary the following school year.
Transition rate. Primary to Secondary. Male is the proportion of male pupils in the last grade of primary who transition to the first grade of secondary the following school year.
Transition rate. Primary to Secondary. Quintile 1 is the proportion of quintile 1 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Transition rate. Primary to Secondary. Quintile 2 is the proportion of quintile 2 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Transition rate. Primary to Secondary. Quintile 3 is the proportion of quintile 3 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Transition rate. Primary to Secondary. Quintile 4 is the proportion of quintile 4 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Transition rate. Primary to Secondary. Quintile 5 is the proportion of quintile 5 pupils in the last grade of primary who transition to the first grade of secondary the following school year. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Transition rate. Primary to Secondary. Rural is the proportion of rural pupils in the last grade of primary who transition to the first grade of secondary the following school year.
Transition rate. Primary to Secondary. Urban is the proportion of urban pupils in the last grade of primary who transition to the first grade of secondary the following school year.
Average years of schooling by age group. Age 15-19 is the number of years of formal schooling received, on average, by the population of the given age group.
Average years of schooling by age group. Age 15-19. Female is the number of years of formal schooling received, on average, by the female population of the given age group.
Average years of schooling by age group. Age 15-19. Male is the number of years of formal schooling received, on average, by the male population of the given age group.
Average years of schooling by age group. Age 15-19. Quintile 1 is the number of years of formal schooling received, on average, by the quintile 1 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Average years of schooling by age group. Age 15-19. Quintile 2 is the number of years of formal schooling received, on average, by the quintile 2 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Average years of schooling by age group. Age 15-19. Quintile 3 is the number of years of formal schooling received, on average, by the quintile 3 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Average years of schooling by age group. Age 15-19. Quintile 4 is the number of years of formal schooling received, on average, by the quintile 4 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Average years of schooling by age group. Age 15-19. Quintile 5 is the number of years of formal schooling received, on average, by the quintile 5 population of the given age group. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Average years of schooling by age group. Age 15-19. Rural is the number of years of formal schooling received, on average, by the rural population of the given age group.
Average years of schooling by age group. Age 15-19. Urban is the number of years of formal schooling received, on average, by the urban population of the given age group.
Gini coefficient of average years of schooling. Age 15+ measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.
Gini coefficient of average years of schooling. Age 15+. Female measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.
Gini coefficient of average years of schooling. Age 15+. Male measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.
Gini coefficient of average years of schooling. Age 15+. Quintile 1 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gini coefficient of average years of schooling. Age 15+. Quintile 2 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gini coefficient of average years of schooling. Age 15+. Quintile 3 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gini coefficient of average years of schooling. Age 15+. Quintile 4 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gini coefficient of average years of schooling. Age 15+. Quintile 5 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality. Each poverty quintile represents one fifth of students with quintile 1 being the poorest 20 percent of students and quintile 5 being the richest 20 percent of students.
Gini coefficient of average years of schooling. Age 15+. Rural measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.
Gini coefficient of average years of schooling. Age 15+. Urban measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.
Safe water consists bottled water, refill water, tap water, protected well with distance >=10m from septic tank, protected spring with distance >=10m from septic tank.
Safe Sanitation means each households has private toilet and not using shared/public toilet.
Denotes the total number of ATMs for every 100,000 adults in the reporting country. Calculated as (number of ATMs)*100,000/adult population in the reporting country. Automated teller machines are computerized telecommunications devices that provide client
Denotes the number of registered mobile agent outlets per 100,000 adults
Open Budget Index scores countries from zero to 100, based on a subset of 91 questions from the questionnaire. These questions focus on the public availability of eight key budget documents (with a particular emphasis on the Executive’s Budget Proposal), and on the information they contain. A score of 81-100 indicates that a given country provides extensive information in its budget documents, a score of 61-80 indicates significant information, 41-60 indicates some  information, 21-40 indicates minimal information, and zero-20 indicates scant or no information.
The ease of doing business scores benchmark economies with respect to regulatory best practice, showing the proximity to the best regulatory performance on each Doing Business indicator. An economy’s score is indicated on a scale from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
Director liability index measures a plaintiff’s ability to hold directors of firms liable for damages to the company, that is, measures the strength of minority shareholder protections against directors’ misuse of corporate assets for personal gain.  The indicators distinguish 3 dimensions of investor protection: transparency of transactions (extent of disclosure index), liability for self-dealing (extent of director liability index) and shareholders’ ability to sue officers and directors for misconduct (ease of shareholder suits index). The data come from a survey of corporate lawyers and are based on company laws, court rules of evidence and securities regulations.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
Disclosure index measures the extent to which investors are protected through disclosure of ownership and financial information. The index ranges from 0 to 10, with higher values indicating more disclosure.
The ease of doing business score is the simple average of the scores for each of the Doing Business topics: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting minority investors, paying taxes, trading across borders, enforcing contracts and resolving insolvency. The score is computed based on the methodology in the DB10-14 studies for topics that underwent methodology updates.
The ease of doing business score is the simple average of the scores for each of the Doing Business topics: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting minority investors, paying taxes, trading across borders, enforcing contracts and resolving insolvency. The score is computed based on the methodology in the DB15 studies for topics that underwent methodology updates.
The ease of doing business score is the simple average of the scores for each of the Doing Business topics: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting minority investors, paying taxes, trading across borders, enforcing contracts and resolving insolvency. The score is computed based on the methodology in the DB17-20 studies for topics that underwent methodology updates.
Ease of doing business ranks economies from 1 to 190, with first place being the best. The ranking of economies is determined by sorting the aggregate ease of doing business scores. A high ranking (a low numerical rank) means that the regulatory environment is conducive to business operation.
Protecting investors disclosure index measures the degree to which investors are protected through disclosure of ownership and financial information. For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
New business density is defined as the number of newly registered companies with limited liability
per 1,000 working-age adults (ages 15–64) per calendar year.
New businesses registered are the number of new limited liability corporations (or its equivalent) registered in the calendar year.
Doing Business measures the strength of minority shareholder protections against directors’ misuse of corporate assets for personal gain. The indicators distinguish 3 dimensions of investor protection: transparency of transactions (extent of disclosure index), liability for self-dealing (extent of director liability index) and shareholders’ ability to sue officers and directors for misconduct (ease of shareholder suits index). The data come from a survey of corporate lawyers and are based on company laws, court rules of evidence and securities regulations.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
This index averages the country's percentile rankings on: disclosure Index
The cost of the proceedings is recorded as a percentage of the estate’s value. The cost is calculated on the basis of survey responses by insolvency practitioners and includes court fees as well as fees of insolvency practitioners, independent assessors, lawyers and accountants. Respondents provide cost estimates from among the following options: less than 2%, 2–5%, 5–8%, 8–11%, 11–18%, 18–25%, 25–33%, 33–50%, 50–75% and more than 75% of the value of the business estate.  This is the cost of the bankruptcy proceedings.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
Time is recorded in calendar years. Information is collected on the sequence of procedures and on whether any procedures can be carried out simultaneously. Potential delay tactics by the parties, such as the filing of dilatory appeals or requests for extension, are taken into consideration.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
The recovery rate is recorded as cents on the dollar recouped by creditors through the bankruptcy or insolvency proceedings. The calculation takes into account whether the business emerges from the proceedings as a going concern as well as costs and the loss in value due to the time spent closing down. If the business keeps operating, no value is lost on the initial claim, set at 100 cents on the dollar. If it does not, the initial 100 cents on the dollar are reduced to 70 cents on the dollar. Then the official costs of the insolvency procedure are deducted (1 cent for each percentage of the initial value). Finally, the value lost as a result of the time the money remains tied up in insolvency proceedings is taken into account, including the loss of value due to depreciation of the hotel furniture. Consistent with international accounting practice, the depreciation rate for furniture is taken to be 20%. The furniture is assumed to account for a quarter of the total value of assets. The recovery rate is the present value of the remaining proceeds, based on end-2006 lending rates from the International Monetary Fund’s International Financial Statistics, supplemented with data from central banks.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
This index averages the country's percentile rankings on: time, cost (% of estate) and recovery rate (cents on the dollar), giving equal weight to each topic.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
Is the share of senior managers who ranked corruption as a major or very severe constraint.
Is the share of senior managers who ranked crime, theft, and disorder as a major or very severe constraint.
Is the share of senior managers who ranked electricity as a major or severe constraint.
Is the share of senior managers who ranked access to finance or cost of finance as a major or very severe constraint.
Firms that share or own their own generator is the percentage of firms that responded “Yes” to the following question: “Does your establishment own or share a generator?” .  For survey data collected in 2006 and 2007, this indicator is computed for the ma
The average wait, in days, experienced to obtain operating license from the day the establishment applied for it to the day it was granted.
Is the share of senior managers who ranked chose practices informal sector  as a major or very severe constraint.
Is the share of senior managers who ranked access to land as a major or very severe constraint.
Is the share of senior managers who ranked labor regulations as a major or severe constraint.
Is the share of senior managers who ranked skills of available workers as a major or severe constraint.
Is the share of senior managers who ranked courts and dispute resolution systems as a major or very severe constraint.
Is the share of senior managers who ranked licenses and permits as a major or severe constraint.
Estimated losses as a result of theft, robbery, vandalism or arson that occurred on establishment’s premises calculated as a percentage of annual sales.
Average wait, in days, experienced to obtain construction-related permit from the day the establishment applied for it to the day it was granted.
Is the share of senior managers who ranked economic and regulatory policy uncertainty as a major or very severe constraint.
Is the share of senior managers who ranked tax administration as a major or very severe constraint.
Is the share of senior managers who ranked tax rates as a major or very severe constraint.
Is the share of senior managers who ranked customs and trade regulations as a major or very severe constraint.
Is the share of senior managers who ranked transport as a major or very severe constraint.
The liability and insurance regimes index evaluates the stringency of latent defect liability and insurance regimes. It has two components: (i) whether any parties involved in the construction process are held legally liable for latent defects such as structural flaws or problems in the building once it is in use; (ii) whether any party involved in the construction process is legally required to obtain a latent defect liability or decennial (10 years) liability insurance policy to cover possible structural flaws or problems in the building once it is in use. The index is computed based on the methodology in the DB16-20 studies.
The professional certifications index evaluates professional certi?cation requirements. It has two components: (i) the qualification requirements of the professional responsible for verifying that the architectural plans or drawings are in compliance with the building regulations; and (ii) the qualification requirements of the professional who conducts the technical inspections during construction. The index is computed based on the methodology in the DB16-20 studies.
The score for the building quality control index benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges 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 DB16-20 studies.
The cost records all official costs associated with completing the procedures to legally build a warehouse, including the costs associated with obtaining land use approvals and preconstruction design clearances; receiving inspections before, during and after construction; obtaining utility connections; and registering the warehouse at the property registry. It is calculated as a percentage of the warehouse value. Nonrecurring taxes required for the completion of the warehouse project are also recorded. Sales taxes (such as value added tax) or capital gains taxes are not recorded. Nor are deposits that must be paid up front and are later refunded.
The score for cost benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
The score for dealing with construction permits is the simple average of the scores for each of the component indicators: the procedures, time, cost to deal with construction permits, as well as the building quality control index that evaluate the quality of building regulations, the strength of quality control and safety mechanisms, liability and insurance regimes and professional certification requirements. The score is computed based on the methodology in the DB06-15 studies.
The score for dealing with construction permits is the simple average of the scores for each of the component indicators: the procedures, time, cost to deal with construction permits, as well as the building quality control index that evaluate the quality of building regulations, the strength of quality control and safety mechanisms, liability and insurance regimes and professional certification requirements. The score is computed based on the methodology in the DB16-20 studies.
The number of procedures records all interactions of the building company’s employees or any party acting on its behalf with external parties, including government agencies, notaries, the land registry, the cadastre, utility companies and public inspectors. Procedures that the company undergoes to connect the warehouse to water and sewerage are included. All procedures that are legally required and that are done in practice by a majority of companies  are counted, even if they may be avoided in exceptional cases.
The score for the number procedures benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
The quality of building regulations index evaluates the accessibility and transparency of building regulations. It has two components: (i) whether building regulations are easily accessible; and (ii) whether the requirements for obtaining a building permit are clearly specified. The index is computed based on the methodology in the DB16-20 studies.
The quality control after construction index evaluates quality control after the construction process. It has two components: (i) whether a final inspection is mandated by law to verify that the building was built in accordance with the approved plans and existing building regulations; and (ii) whether the final inspection is implemented in practice. The index is computed based on the methodology in the DB16-20 studies.
The quality control before construction index evaluates quality control in the review of the building plans. The index measures whether by law, a licensed architect or engineer is part of the committee or team that reviews and approves building permit applications and whether that person has the authority to refuse an application if the plans are not in conformity with regulations. The index is computed based on the methodology in the DB16-20 studies.
The quality control during construction index evaluates quality control during the construction process. It has two components: (i) whether inspections are mandated by law during the construction process; (ii) whether inspections during construction are implemented in practice. The index is computed based on the methodology in the DB16-20 studies.
The ranking of economies on the ease of dealing with construction permits is determined by sorting their scores for dealing with construction permits.
The time captures the median duration that local experts indicate is necessary to complete a procedure in practice. It is calculated in calendar days. The time estimates of all procedures are added to calculate the total time required to complete each procedure, taking into account simultaneity of processes. It is assumed that the minimum time required for each procedure is one day, except for procedures that can be fully completed online, for which the time required is recorded as half a day.
The score for time benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
Percentage of firms expected to give gifts or an informal payment to get a construction permit.
Depth of credit information index measures rules affecting the scope, accessibility, and quality of credit information available through public or private credit registries. The index ranges from 0 to 8, with higher values indicating the availability of more credit information, from either a public registry or a private bureau, to facilitate lending decisions.
The strength of legal rights index measures the degree to which collateral and bankruptcy laws protect the rights of borrowers and lenders and thus facilitate lending.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
Private credit bureau coverage reports the number of individuals or firms listed by a private credit bureau with current information on repayment history, unpaid debts, or credit outstanding. The number is expressed as a percentage of the adult population.
Public credit registry coverage reports the number of individuals and firms listed in a public credit registry with current information on repayment history, unpaid debts, or credit outstanding. The number is expressed as a percentage of the adult population.
This index ranks economies from 1 to N (number of economies varies by year), with first place being the best.  This index averages (a) Legal Rights Index, which measures the degree to which collateral and bankruptcy laws facilitate lending, (b) a Credit Information Index, which measures rules affecting the scope, access, and quality of credit information, (c) public credit registry coverage, and  (d) private credit bureau coverage, giving equal weight to each topic.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
The total score for getting credit is the sum of the strength of legal rights index and the depth of credit information index, based on the methodology in the DB05-14 studies.
The total score for getting credit is the sum of the strength of legal rights index and the depth of credit information index, based on the methodology in the DB15-20 studies.
The score for getting credit benchmarks economies with respect to the regulatory best practice on the indicator set. 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 DB05-14 studies.
The score for getting credit benchmarks economies with respect to the regulatory best practice on the indicator set. 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 DB15-20 studies.
The ranking of economies on the ease of getting credit is determined by sorting their scores for getting credit.
The depth of credit information index measures the coverage, scope and accessibility of credit information available through credit reporting service providers such as credit bureaus or credit registries. The index ranges from 0 to 8 based on the methodology in the DB05-14 studies.
The score for the depth of credit information 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 DB05-14 studies.
The depth of credit information index measures the coverage, scope and accessibility of credit information available through credit reporting service providers such as credit bureaus or credit registries. The index ranges from 0 to 8 based on the methodology in the DB15-20 studies.
The score for the depth of credit information 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 DB15-20 studies.
The score for the strength of legal rights 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 DB05-14 studies.
The score for the strength of legal rights 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 DB15-20 studies.
The strength of legal rights index measures whether certain features that facilitate lending exist within the appli­cable collateral and bankruptcy laws. The index ranges from 0 to 10 based on the methodology in the DB05-14 studies.
The strength of legal rights index measures whether certain features that facilitate lending exist within the appli­cable collateral and bankruptcy laws. The index ranges from 0 to 12 based on the methodology in the DB15-20 studies.
The credit bureau coverage reports the number of individuals and firms listed in a credit bureau’s database as of January 1 with information on their borrowing history from the past five years, and the number of individuals and firms that have had no borrowing history in the past five years but for which a lender requested a credit report from the bureau in the previous calendar year. The number is expressed as a percentage of the adult population.
The credit registry coverage reports the number of individuals and firms listed in a credit registry’s database as of January 1 with information on their borrowing history from the past five years, and the number of individuals and firms that have had no borrowing history in the past five years but for which a lender requested a credit report from the registry in the previous calendar year. The number is expressed as a percentage of the adult population.
Average time to clear exports through customs is the average number of days to clear direct exports through customs.
"Average time to clear imports through customs is the average number of days to clear imports through customs.
  For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only.
The building quality control index is the sum of the following six indices: quality of building regulations, quality control before construction, quality control during construction, quality control after construction, liability and insurance regimes and professional certifications. The component indicator is computed based on the methodology in the DB16-20 studies.
Percentage of products shipped to supply domestic markets lost due to breakage or spoilage.
Losses of the products shipped to supply domestic markets while in transit because of theft (computed as percentage of the consignment values).  For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only.
The score for getting electricity is the simple average of the scores for each of the component indicators: the procedures, time, cost for a business to obtain a permanent electricity connection and supply for a standardized warehouse, as well as the reliability of supply and transparency of tariffs index. The score is computed based on the methodology in the DB10-15 studies.
The score for getting electricity is the simple average of the scores for each of the component indicators: the procedures, time, cost for a business to obtain a permanent electricity connection and supply for a standardized warehouse, as well as the reliability of supply and transparency of tariffs index. The score is computed based on the methodology in the DB16-20 studies.
The cost is the total median cost associated with completing the procedures to connect a warehouse to electricity. It is calculated as a percentage of income per capita. All the fees and costs associated with completing the procedures to connect a warehouse to electricity are recorded, including those related to obtaining clearances from government agencies, applying for the connection, receiving inspections of both the site and the internal wiring, purchasing material, getting the actual connection works and paying a security deposit. Bribes are not included.
The score for cost benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
The communication of tariffs and tariff changes index evaluates whether electricity tariffs are transparent. A score of 1 is assigned if effective tariffs are available online and customers are notified of a change in tariff a full billing cycle (that is, one month) ahead of time. The index is computed based on the methodology in the DB16-20 studies.
The average wait, in days, experienced to obtain an electrical connection from the day an establishment applies for it to the day it receives the service.
Percentage of electricity supplied from a generator or generators that the establishment owned or shared.   For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only.
Percentage of firms expected to give gifts or an informal payment to get an electrical connection.
Th financial deterrents index evaluates whether financial deterrents exist to limit outages. A score of 1 is assigned if the utility compensates customers when outages exceed a certain cap, if the utility is fined by the regulator when outages exceed a certain cap or if both these conditions are met. The index is computed based on the methodology in the DB16-20 studies.
The mechanisms for monitoring outages index evaluates what tools are used by the distribution utility to monitor power outages. A score of 1 is assigned if the utility uses automated tools, such as an Outage/Incident Management System (OMS/IMS) or Supervisory Control and Data Acquisition (SCADA) system. The index is computed based on the methodology in the DB16-20 studies.
Power outages are the average number of power outages that establishments experience in a typical month.
The total duration and frequency of outages per customer a year index evaluates the quality of the power supply. If SAIDI and SAIFI are 12 (equivalent to an outage of one hour each month) or below, a score of 1 is assigned. If SAIDI and SAIFI are 4 (equivalent to an outage of one hour each quarter) or below, 1 additional point is assigned. If SAIDI and SAIFI are 1 (equivalent to an outage of one hour per year) or below, 1 more point is assigned. The index is computed based on the methodology in the DB16-20 studies.
Average number of hours of power outages.
The minimum outage time is the minimum time, in minutes, considered for the calculation of the SAIDI and SAIFI indices. If the minimum outage time exceeds 5 minutes, an economy is not eligible to obtain a score on the Reliability of supply and transparency of tariff index component. The index is computed based on the methodology in the DB16-20 studies.
Percent of firms experiencing electrical outages during the previous fiscal year.
The price of electricity is measured in U.S. cents per kWh. A monthly electricity consumption is assumed, for which a bill is then computed for a warehouse based in the largest business city of the economy for the month of March. The bill is then expressed back as a unit of kWh. The index is computed based on the methodology in the DB16-20 studies.
The number of procedures records all the procedures required in practice for businesses to obtain a new electrical connection. A procedure is defined as any interaction of the company’s employees or its main electrician or electrical engineer with external parties, such as the electricity distribution utility, electricity supply utilities, government agencies, electrical contractors and firms. Interactions between company employees and steps related to the internal electrical wiring, such as the design and execution of the internal electrical installation plans, are not counted as procedures. However, internal wiring inspections and certifications that are prerequisites to obtain a new connection are counted as procedures.
The score for the number of procedures benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
The regulatory monitoring index evaluates whether a regulator—that is, an entity separate from the utility—monitors the utility’s performance on reliability of supply. A score of 1 is assigned if the regulator performs periodic or real-time reviews. The index is computed based on the methodology in the DB16-20 studies.
The mechanisms for restoring service index evaluates what tools are used by the distribution utility to restore power supply. A score of 1 is assigned if the utility uses automated tools, such as an OMS/IMS or SCADA system. The index is computed based on the methodology in the DB16-20 studies.
The reliability of supply and transparency of tariff index is calculated on the basis of the following six components: (i) duration and frequency of power outages, (ii) tools to monitor power outages, (iii) tools to restore power supply, (iv) regulatory monitoring of utilities’ performance, (v) financial deterrents aimed at limiting outages, and (vi) transparency and accessibility of tariffs. An economy is eligible to obtain a score on the reliability of supply and transparency of tariffs index only if (i) the utility collects data on all types of outages (average total duration of outages per customer and the average number of outages per customer), including planned and unplanned outages, as well as load shedding, with the minimum outage time of not more than 5 minutes; and (ii) the SAIDI value is below a threshold of 100 hours and the SAIFI value is under 100 outages. The component indicator is computed based on the methodology in the DB16-20 studies.
The score for the reliability of supply and transparency of tariff index benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges 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 DB16-20 studies.
The system average interruption duration index is the average total duration of outages (in hours) experienced by a customer in a year. The index is computed based on the methodology in the DB16-20 studies.
The system average interruption frequency index (SAIFI) is the average number of service interruptions experienced by a customer in a year. The index is computed based on the methodology in the DB16-20 studies.
Time required to get electricity is the number of days to obtain a permanent electricity connection. The measure captures the median duration that the electricity utility and experts indicate is necessary in practice, rather than required by law, to complete a procedure.
The score for time benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
The cost is recorded as a percentage of the economy’s income per capita. Costs are recorded exclusive of value added tax.
The number of procedures to obtain a permanent electricity connection. A procedure is defined as any interaction of the company employees or the company’s main electrician with external parties.
The number of days to obtain a permanent electricity connection. The measure captures the median duration that the electricity utility and experts indicate is necessary in practice, rather than required by law, to complete a procedure.
This index averages the country's percentile rankings on the challenges required for a business to obtain a permanent electricity connection for a newly constructed warehouse. Included are the number of steps, time, and cost.
Firing cost is the cost of advanced notice requirements, severance payments, and penalties due when terminating a redundant worker, expressed in weekly wages. One month is recorded as 4 1/3 weeks.
Percentage of workers offered formal training. For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only.
Cost measures the fees levied on a 20-foot container in U.S. dollars. All the fees associated with completing the procedures to export or import the goods are included. These include costs for documents, administrative fees for customs clearance and technical control, customs broker fees, terminal handling charges and inland transport. The cost measure does not include tariffs or trade taxes. Only official costs are recorded. Several assumptions are made for the business surveyed: Has 60 or more employees; Is located in the country's most populous city; Is a private, limited liability company. It does not operate within an export processing zone or an industrial estate with special export or import privileges; Is domestically owned with no foreign ownership; Exports more than 10% of its sales. Assumptions about the traded goods: The traded product travels in a dry-cargo, 20-foot, full container load. The product: Is not hazardous nor does it include military items; Does not require refrigeration or any other special environment; Does not require any special phytosanitary or environmental safety standards other than accepted international standards.
Border compliance captures the time and cost associated with compliance with the economy’s customs regulations and with regulations relating to other inspections that are mandatory in order for the shipment to cross the economy’s border, as well as the time and cost for handling that takes place at its port or border. The time and cost for this segment include time and cost for customs clearance and inspection procedures conducted by other government agencies.
Documentary compliance captures the time and cost associated with compliance with the documentary requirements of all government agencies of the origin economy, the destination economy and any transit economies. The aim is to measure the total burden of preparing the bundle of documents that will enable completion of the international trade for the product and partner pair assumed in the case study.
All documents required per shipment to export goods are recorded. It is assumed that the contract has already been agreed upon and signed by both parties. Documents required for clearance by government ministries, customs authorities, port and container terminal authorities, health and technical control agencies and banks are taken into account. Since payment is by letter of credit, all documents required by banks for the issuance or securing of a letter of credit are also taken into account. Documents that are renewed annually and that do not require renewal per shipment (for example, an annual tax clearance certificate) are not included.
Time to export is the time necessary to comply with all procedures required to export goods. Time is recorded in calendar days. The time calculation for a procedure starts from the moment it is initiated and runs until it is completed. If a procedure can be accelerated for an additional cost, the fastest legal procedure is chosen. It is assumed that neither the exporter nor the importer wastes time and that each commits to completing each remaining procedure without delay. Procedures that can be completed in parallel are measured as simultaneous. The waiting time between procedures--for example, during unloading of the cargo--is included in the measure.
Border compliance captures the time and cost associated with compliance with the economy’s customs regulations and with regulations relating to other inspections that are mandatory in order for the shipment to cross the economy’s border, as well as the time and cost for handling that takes place at its port or border. The time and cost for this segment include time and cost for customs clearance and inspection procedures conducted by other government agencies.
Documentary compliance captures the time and cost associated with compliance with the documentary requirements of all government agencies of the origin economy, the destination economy and any transit economies. The aim is to measure the total burden of preparing the bundle of documents that will enable completion of the international trade for the product and partner pair assumed in the case study.
Percentage of firms with a checking and/or savings account.
Age of the firm based on the year in which the firm began operations.
Percentage of firms with their annual financial statement reviewed by an external auditor.
Firms using banks to finance working capital are the percentage of firms using bank loans to finance working capital.
Firms using banks to finance investment are the percentage of firms using banks to finance investments.
The depth of Bribery is the percentage of instances in which a firm was either expected or requested to provide a gift or informal payment during solicitations for public services, licenses or permits. This measure uses data from 6 survey questions for each firm. For purposes of computation, a refusal to answer a particular survey question is considered an affirmative answer.
The percent of firms experiencing at least one bribe payment request across 6 public transactions dealing with utilities access, permits, licenses, and taxes.
Bribery incidence is the percentage of firms experiencing at least one bribe payment request across 6 public transactions dealing with utilities access, permits, licenses, and taxes.
Firms competing against unregistered firms are the percentage of firms competing against unregistered or informal firms.
Percentage of firms identifying practices of competitors in the informal sector as a "major" or "very severe" obstacle.
Percentage of firms identifying corruption as a "major" or "very severe" obstacle.
Percentage of firms expected to give gifts or informal payments during meetings with tax officials.
Percentage of firms expected to give gifts or informal payments to get an operating license. Spontaneous refusals to the question are treated as a Yes.
Percentage of firms identifying corruption as a "major" or "very severe" obstacle.
Percentage of establishments that consider that firms with characteristics similar to theirs are making informal payments or giving gifts to public officials to secure government contract.
Percentage of contract value expected as a gift to secure government contract. Only firms that have confirmed that they have secured or attempted to secure a government contract in the last 12 months were required to answer this question.
Percentage of establishments that consider that firms with characteristics similar to theirs are making informal payments or giving gifts to public officials to "get things done" with regard to customs, taxes, licenses, regulations, services etc.
Percentage of firms expected to give gifts or informal payments to get an electrical connection.
Percentage of firms expected to give gifts or informal payments to get a water connection.
Percentage of firms expected to give gifts or informal payments to get a construction permit.
Percentage of firms expected to give gifts or informal payments to get an import license.
Percentage of firms identifying functioning of the courts as major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Informal payments to public officials are the percentage of firms expected to make informal payments to public officials to "get things done" with regard to customs, taxes, licenses, regulations, services, and the like.
Cost is recorded as a percentage of the economy’s income per capita. Only official costs are recorded. All the fees associated with completing the procedures to legally build a warehouse are recorded, including those associated with obtaining land use approvals and preconstruction design clearances; receiving inspections before, during and after construction; getting utility connections; and registering the warehouse property. Nonrecurring taxes required for the completion of the warehouse project also are recorded. The building code, information from local experts and specific regulations and fee schedules are used as sources for costs. If several local partners provide different estimates, the median reported value is used.
Percentage of firms with bank loans or line of credit.
Average losses as a result of theft, robbery, vandalism or arson that occurred on the establishment’s premises calculated as a percentage of annual sales. The value represents the average losses for all firms which reported losses (please see indicator IC.FRM.THEV.ZS).
Percentage of firms paying for security, for example equipment, personnel, or professional security services.
Percent of firms experiencing losses due to theft, robbery, vandalism or arson that occurred on the establishment's premises
Average security costs as a percentage of total annual sales for firms that pay for security.
If there were losses, estimated losses as a result of theft, robbery, vandalism or arson that occurred on establishment's premises calculated as a percentage of annual sales.
Value of losses of products, due to theft, while in transit to domestic markets.
Percentage of firms identifying crime, theft and disorder as a "major" or "very severe" obstacle.
Percentage of firms believing the court system is fair, impartial and uncorrupted as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Percentage of firms that trade identifying customs & trade regulations as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Time required to obtain operating license is the average wait to obtain an operating license from the day the establishment applied for it to the day it was granted.
Percentage of firms identifying corruption as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Percentage of firms using the email for communication with clients or suppliers.
Annualized growth of permanent full-time workers expressed as a percentage. Annual employment growth is the change in full-time employment reported in the current fiscal year from a previous period. For most countries the difference between the two fiscal year periods is two years. However, for some countries the interval is three years. Hence, an annualized measure is used.
Average number of permanent, full time workers.
Average number of skilled production workers
Average number of temporary workers.
Average number of unskilled production workers.  For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only.
Percentage of firms that export directly or indirectly.
Age of the firm based on the year in which the firm began operations.
Percentage of the firm owned by domestic individuals, companies or organizations.
Percentage of firms that have at least 10% owned by private foreign individuals, companies or organizations.
Percentage of firms where the government or state has at least a 10% share in ownership of the firm.
Percent of firms with legal status of Sole Proprietorship
Firms with female top manager refers to the percentage of firms in the private sector who have females as top managers. Top manager refers to the highest ranking manager or CEO of the establishment. This person may be the owner if he/she works as the manager of the firm. The results are based on surveys of more than 100,000 private firms.
Firms with female participation in ownership are the percentage of firms with a woman among the principal owners.
Percentage of full-time workers that are female.
Percent of firms buying fixed assets such as machinery, equipment, land or buildings.
Estimated proportion of purchases of fixed assets that was financed from internal funds/retained earnings.
Value of collateral needed for a loan or line of credit as a percentage of the loan value or the value of the line of credit.
Loans requiring collateral in order to get the financing.
Percentage of firms using banks to finance purchases of fixed assets.
Percentage of firms using bank loans to finance working capital.
Percentage of firms with bank loans or line of credit.
Percentage of firms with a checking or savings account.
Percentage of firms identifying access/cost of finance as a "major" or "very severe" obstacle.
Estimated proportion of purchases of fixed assets that was financed from bank loans.
Percent of firms that did not apply for a loan in the last fiscal year because they did not need a loan. The denominator is the number of firms who did and did not apply for a loan. The numerator is the number of firms who did not apply for a loan and also stated that they did not need a loan.
Percent of firms whose recent loan application was rejected.
Percentage of firms using credit from suppliers and advances from customers to finance working capital.
Proportion of the working capital that was financed by bank loans.
Percentage of firms identifying access/cost of finance as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Percentage of firms that use material inputs and/or supplies of foreign origin.
Firms formally registered when operations started are the percentage of firms formally registered when they started operations in the country.
Percentage of firms with females among the owners.
Percentage of full-time workers that are female.
Percentage of permanent full-time non-production workers that are female.
Percentage of firms with females as the top manager.
Percentage of permanent full-time production workers that are female.
Percentage of firms with majority female ownership
Firms that do not report all sales for tax purposes are the percentage of firms that expressed that a typical firm reports less than 100 percent of sales for tax purposes; such firms are termed "informal firms."
Percentage of firms competing against unregistered or informal firms.
Percentage of firms identifying practices of competitors in the informal sector as major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Percentage of firms formally registered when they started operations in the country.
Average number of years firms operated without formal registration. This indicator is computed only for the firms that did not have a formal registration when they started their operations in the country.
Average wait, in days, experienced to obtain electrical connection from the day this establishment applied for it to the day it received the service.
If a generator is used, what percentage of electricity comes from a generator
Percentage of firms identifying transportation as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Percentage of firms identifying electricity as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Percentage of products shipped to supply domestic markets lost due to breakage or spoilage.
Percentage of firms that experienced power outages over the last complete fiscal year.
Percentage of firms that experienced insufficient water supply for production over the last complete fiscal year.
Average number of power outages in a typical month.
Average duration of power outages (hours) conditional on having a power outage.
If there were outages, average losses due to electrical outages, as percentage of total annual sales.
Average number of water shortages in a typical month in the last fiscal year.
Percentage of firms owning or sharing a generator.
Percentage of services firms competing against unregistered or informal firms.
Percentage of firms that have an internationally-recognized quality certification, i.e. ISO 9000, 9002 or 14000.
Percentage of firms that spent on formal research and development activities during the last fiscal year.
Percentage of firms with their annual financial statement reviewed by an external auditor.
Capacity utilization based on comparison of the current output with the maximum output possible using the current inputs.
Percentage of firms using technology licensed from foreign companies.
Percentage of firms using website for business related activities, i.e. sales, product promotion etc.
Percentage of firms using email to interact with clients or suppliers.
Percentage of firms that introduced new or significantly improved products or services over the last three years.
Percentage of firms that introduced new or significantly improved products or services over the last three years that were also new for the firms' main market.
Percentage of firms that introduced any new or significantly improved process.
Internationally-recognized quality certification is the percentage of firms having an internationally-recognized quality certification, i.e., International Organization for Standardization (ISO) 9000, 9002 or 14000.
Percentage of firms identifying labor regulations as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Percentage of firms identifying labor skills as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Percentage of firms identifying business licensing and permits as major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Percent of firms that were visited or required to meet with tax officials.
Years of experience of the top manager working in the firm's sector.
Percentage of establishments that consider access to finance to be the Biggest Obstacle
Percentage of establishments that consider labor regulations to be the Biggest Obstacle.
Percentage of establishments that consider political instability to be the Biggest Obstacle.
Percentage of establishments that consider practices of competitors in the informal sector to be the Biggest Obstacle.
Percentage of establishments that consider the tax administration to be the Biggest Obstacle.
Percentage of establishments that consider tax rates to be the Biggest Obstacle.
Percentage of establishments that consider transport to be the Biggest Obstacle.
Percentage of establishments that consider access to land to be the Biggest Obstacle.
Percentage of establishments that consider business licensing and permits to be the Biggest Obstacle.
Percentage of establishments that consider corruption to be the Biggest Obstacle.
Percentage of establishments that consider courts to be the Biggest Obstacle.
Percentage of establishments that consider crime, theft and disorder to be the Biggest Obstacle.
Percentage of establishments that consider customs and trade regulations to be the Biggest Obstacle.
Percentage of establishments that consider electricity to be the Biggest Obstacle.
Percentage of establishments that consider an inadequately educated workforce to be the Biggest Obstacle.
Average losses due to electrical outages, as percentage of total annual sales. The value represents average losses for all firms which reported outages (please see indicator IC.ELC.OUTG.ZS).
Percentage of government or state ownership in private firms.  The ownership variables represent the average ownership composition within a firm. These variables do not represent the ownership composition across firms.
Percentage of foreign ownership in private firms.  The ownership variables represent the average ownership composition within a firm. These variables do not represent the ownership composition across firms.
Percentage of domestic ownership in private firms. The ownership variables represent the average ownership composition within a firm. These variables do not represent the ownership composition across firms.
Percentage held by largest owner or owners
A procedure is any interaction of the company’s employees or managers with external parties, including government agencies, notaries, the land registry, the cadastre, utility com­panies, public and private inspectors and technical experts apart from in-house architects and engineers. Interactions between company employees, such as development of the warehouse plans and inspections conducted by employees, are not counted as procedures. Procedures that the company undergoes to connect to electricity, water, sewerage and phone services are included. All procedures that are legally or in practice required for building a warehouse are counted, even if they may be avoided in exceptional cases.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
Annual labor productivity growth is measured by a percentage change in labor productivity between the last completed fiscal year and a previous period, where labor productivity is sales divided by the number of full- time permanent workers. All sales values are deflated to 2009 using each country's GDP deflators.
Average wait, in days, to obtain import license.
The average wait, in days, to obtain an operating license.
Average wait, in days, to obtain construction-related permit.
Percentage of firms identifying business licensing and permits as "major" or "very severe" obstacle.
Average percentage of senior management's time that is spent in a typical week dealing with requirements imposed by government regulations (eg. taxes, customs, labor regulations, licensing and registration), including dealings with officials, completing forms, et cetera.
If there were a positive number of visits or required meeting with tax officials, what was the average number?
Percentage of firms identifying tax rates as a "major" or "very severe" obstacle.
Percentage of firms identifying tax administration as a "major" or "very severe" obstacle.
Percentage of firms that were visited or inspected by tax officials or were required to meet with them over the last year.
Percentage of firms formally registered when they started operations in the country.
Percent of firms that spend on research and development.
Percentage of firms paying for security, for example equipment, personnel, or professional security services.
Security costs is the average security costs as a percentage of total annual sales.
Real annual sales growth is measured as a percentage change in sales between the last completed fiscal year and a previous period. All sales values are deflated to 2009 using each country's GDP deflators.
Percentage of firms identifying tax administration as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Percentage of firms identifying tax rates as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Percentage of firms using technology licensed from foreign companies. For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only.
Percent of firms experiencing losses due to theft, robbery, vandalism or arson that occurred on the establishment's premises.
The total number of days required to build a warehouse. The measure captures the median duration that local experts indicate is necessary to complete a procedure in practice.
Average number of days to clear direct exports through customs.
Percentage of firms that use material inputs and/or supplies of foreign origin.
Percentage of firms that export directly at least 10% of their total annual sales.
Percentage of firms that export directly or indirectly at least 10% of their total annual sales.
Average number of days to clear imports from customs.
Sales exported directly as percentage of total sales.
Percentage of material inputs and/or supplies of foreign origin.
Percentage of firms identifying customs and trade regulations as a "major" or "very severe" obstacle.
Firms offering formal training are the percentage of firms offering formal training programs for their permanent, full-time employees.
Percentage of firms identifying transport as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Percentage of firms using the web for communication with clients or suppliers.
Percentage of firms offering formal training programs for its permanent, full-time employees.
Percentage of firms identifying labor skill level as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment.
Number of workers, including permanent and temporary workers. The number of temporary workers is adjusted for the number of months of their employment.
Proportion of production workers out of all permanent workers*.
The proportion of temporary workers out of all workers.
The proportion of permanent workers out of all workers.
Proportion of skilled workers out of all production workers*.
Percentage of permanent, full-time employees that have received formal training.
Years of experience of the top manager working in the sector.
Percentage of firms identifying labor regulations as a "major" or "very severe" obstacle.
Average number of years firms operated without formal registration. This indicator is computed only for the firms that did not have a formal registration when they started their operations in the country.
This index ranks economies from 1 to 181, with first place being the best.  This looks into (a) procedures (b) time and (c) cost  required for a business in the construction industry to build a standardized warehouse and gives weight to each topic.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
Percentage of establishments that consider that firms with characteristics similar to theirs are making informal payments or giving gifts to public officials to secure government contract.
Time spent dealing with the requirements of government regulations is the proportion of senior management's time, in a typical week, that is spent dealing with the requirements imposed by government regulations (e.g., taxes, customs, labor regulations, licensing and registration, including dealings with officials, and completing forms).
Incidence of Graft Index is the proportion of instances in which firms were either expected or requested to pay a gift or informal payment over the number of total solicitations for public services, licenses or permits for that country.
Cost measures the fees levied on a 20-foot container in U.S. dollars. All the fees associated with completing the procedures to export or import the goods are included. These include costs for documents, administrative fees for customs clearance and technical control, customs broker fees, terminal handling charges and inland transport. The cost measure does not include tariffs or trade taxes. Only official costs are recorded.
Border compliance captures the time and cost associated with compliance with the economy’s customs regulations and with regulations relating to other inspections that are mandatory in order for the shipment to cross the economy’s border, as well as the time and cost for handling that takes place at its port or border. The time and cost for this segment include time and cost for customs clearance and inspection procedures conducted by other government agencies.
Documentary compliance captures the time and cost associated with compliance with the documentary requirements of all government agencies of the origin economy, the destination economy and any transit economies. The aim is to measure the total burden of preparing the bundle of documents that will enable completion of the international trade for the product and partner pair assumed in the case study.
All documents required per shipment to import goods are recorded. It is assumed that the contract has already been agreed upon and signed by both parties. Documents required for clearance by government ministries, customs authorities, port and container terminal authorities, health and technical control agencies and banks are taken into account. Since payment is by letter of credit, all documents required by banks for the issuance or securing of a letter of credit are also taken into account. Documents that are renewed annually and that do not require renewal per shipment (for example, an annual tax clearance certificate) are not included.
Time to import is the time necessary to comply with all procedures required to import goods. Time is recorded in calendar days. The time calculation for a procedure starts from the moment it is initiated and runs until it is completed. If a procedure can be accelerated for an additional cost, the fastest legal procedure is chosen. It is assumed that neither the exporter nor the importer wastes time and that each commits to completing each remaining procedure without delay. Procedures that can be completed in parallel are measured as simultaneous. The waiting time between procedures--for example, during unloading of the cargo--is included in the measure.
Percentage of firms expected to give gifts or an informal payment to get an import license.
Border compliance captures the time and cost associated with compliance with the economy’s customs regulations and with regulations relating to other inspections that are mandatory in order for the shipment to cross the economy’s border, as well as the time and cost for handling that takes place at its port or border. The time and cost for this segment include time and cost for customs clearance and inspection procedures conducted by other government agencies.
Documentary compliance captures the time and cost associated with compliance with the documentary requirements of all government agencies of the origin economy, the destination economy and any transit economies. The aim is to measure the total burden of preparing the bundle of documents that will enable completion of the international trade for the product and partner pair assumed in the case study.
Time to resolve insolvency is the number of years from the filing for insolvency in court until the resolution of distressed assets.
This index ranks economies from 1 to 181, with first place being the best giving time, cost and procedures equal weight to each topic.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
Cost is recorded as a percentage of the claim, assumed to be equivalent to 200% of income per capita. Only official costs required by law are recorded, including court and enforcement costs and average attorney fees where the use of attorneys is mandatory or common.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
Strength of legal rights index measures the degree to which collateral and bankruptcy laws protect the rights of borrowers and lenders and thus facilitate lending. The index ranges from 0 to 12, with higher scores indicating that these laws are better designed to expand access to credit.
Time required to enforce a contract is the number of calendar days from the filing of the lawsuit in court until the final determination and, in appropriate cases, payment.
Number of procedures to enforce a contract are the number of independent actions, mandated by law or courts, that demand interaction between the parties of a contract or between them and the judge or court officer.
Percentage of loans that require collateral.
Percentage of firms expected to give gifts or an informal payment to get an operating license.
Cost is recorded as a percentage of the property value, assumed to be equivalent to 50 times income per capita. Only official costs required by law are recorded, including fees, transfer taxes, stamp duties and any other payment to the property registry, notaries, public agencies or lawyers. Other taxes, such as capital gains tax or value added tax, are excluded from the cost measure. Both costs borne by the buyer and those borne by the seller are included. If cost estimates differ among
Time required to register property is the number of calendar days needed for businesses to secure rights to property.
Number of procedures to register property is the number of procedures required for a businesses to secure rights to property.
This index ranks economies from 1 to 181, with first place being the best. This gives (a) time (b) procedures and (c) cost equal weight to each topic.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
The paid-in minimum capital requirement reflects the amount that the entrepreneur needs to deposit in a bank or with a notary before registration and up to 3 months following in­corporation and is recorded as a percentage of the country’s income per capita. The amount is typically specified in the commercial code or the company law. Many countries have a minimum capital requirement but allow businesses to pay only a part of it before registration, with the rest to be paid after the first year of operation.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
Cost to register a business is normalized by presenting it as a percentage of gross national income (GNI) per capita.
The score for the cost for women benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
Cost to register a business is normalized by presenting it as a percentage of gross national income (GNI) per capita.
The score for the cost for men benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
Cost to register a business is normalized by presenting it as a percentage of gross national income (GNI) per capita.
The score for the paid-in minimum capital requirement benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
Time required to start a business is the number of calendar days needed to complete the procedures to legally operate a business. If a procedure can be speeded up at additional cost, the fastest procedure, independent of cost, is chosen.
Time required to start a business is the number of calendar days needed to complete the procedures to legally operate a business. If a procedure can be speeded up at additional cost, the fastest procedure, independent of cost, is chosen.
The time for women captures the median duration that business incorporation experts indicate is necessary for five female married entrepreneurs to complete all procedures required to start and operate a business with minimum follow-up and no extra payments. It is calulared in calendar days. The time estimates of all procedures are added to calculate the total time required to start and operate a business, taking into account simultaneity of processes. It is assumed that the minimum time required for each procedure is one day, except for procedures that can be fully completed online, for which the time required is recorded as half a day.
The score for the time for women benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
Time required to start a business is the number of calendar days needed to complete the procedures to legally operate a business. If a procedure can be speeded up at additional cost, the fastest procedure, independent of cost, is chosen.
The time for men captures the median duration that business incorporation experts indicate is necessary for five male married entrepreneurs to complete all procedures required to start and operate a business with minimum follow-up and no extra payments. It is calulared in calendar days. The time estimates of all procedures are added to calculate the total time required to start and operate a business, taking into account simultaneity of processes. It is assumed that the minimum time required for each procedure is one day, except for procedures that can be fully completed online, for which the time required is recorded as half a day.
The score for the time for men benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
The paid-in minimum capital requirement re?ects the amount that the entrepreneur needs to deposit in a bank or with a third-party before registration or up to three months after incorporation. It is calculated as percentage of income per capita. Any legal limitation of the company’s operations or decisions related to the payment of the minimum capital requirement is recorded. In case the legal minimum capital is provided per share, it is assumed 5 shareholders own the company and the legal minimum capital is multiplied by 5 shares. If an economy requires a minimum capital but allows businesses to pay only a part of it before registration, only this part is recorded.
Start-up procedures are those required to start a business, including interactions to obtain necessary permits and licenses and to complete all inscriptions, verifications, and notifications to start operations. Data are for businesses with specific characteristics of ownership, size, and type of production.
Start-up procedures are those required to start a business, including interactions to obtain necessary permits and licenses and to complete all inscriptions, verifications, and notifications to start operations. Data are for businesses with specific characteristics of ownership, size, and type of production.
The number of procedures for women records all the procedures required in practice for five female married entrepreneurs to start and operate a local limited liability company. A procedure is de?ned as any interaction of the company founders with external parties or spouses (if legally required). Both pre- and post-incorporation procedures that are officially required or commonly done in practice are recorded.
The score for the number of procedures for women benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
Start-up procedures are those required to start a business, including interactions to obtain necessary permits and licenses and to complete all inscriptions, verifications, and notifications to start operations. Data are for businesses with specific characteristics of ownership, size, and type of production.
The number of procedures for men records all the procedures required in practice for five male married entrepreneurs to start and operate a local limited liability company. A procedure is de?ned as any interaction of the company founders with external parties.  Both pre- and post-incorporation procedures that are officially required or commonly done in practice are recorded.
The score for the number of procedures for men 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 cost is the total of official costs associated with completing the procedures to transfer the property, expressed as a percentage of the property value, assumed to be equiva­lent to 50 times income per capita. It is calculted as a percentage of the property value. Only official costs required by law are recorded, including fees, transfer taxes, stamp duties and any other payment to the property registry, notaries, public agencies or lawyers. Other taxes, such as capital gains tax or value added tax, are excluded from the cost measure. Both costs borne by the buyer and the seller are included. If cost estimates differ among sources, the median reported value is used.
The score for cost benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
The score for registering property is the simple average of the scores for each of the component indicators: the procedures, time, cost to transfer property between two local companies, as well as the quality of land administration index that evaluates the reliability of infrastructure, transparency of information, geographic coverage, land dispute resolution and equal access to property rights. The score is computed based on the methodology in the DB05-15 studies.
The score for registering property is the simple average of the scores for each of the component indicators: the procedures, time, cost to transfer property between two local companies, as well as the quality of land administration index that evaluates the reliability of infrastructure, transparency of information, geographic coverage, land dispute resolution and equal access to property rights. The score is computed based on the methodology in the DB17-20 studies.
The number of procedures records all the procedures necessary for a business (the buyer) to purchase a property from another business (the seller) and to transfer the property title to the buyer’s name so that the buyer can use the property for expanding its business, use the property as collateral in taking new loans or, if necessary, sell the property to another business. A procedure is defined as any interaction that is legally or in practice required between the buyer, the seller or their agents (if required) and external parties, including government agencies, inspectors, notaries and lawyers.
The score for the number of procedures benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
The equal access to property rights index evaluates whether married or unmarried women have equal access to property rights. It has two components: (i) whether unmarried men and unmar­ried women have equal ownership rights to property; and (ii) whether married men and married women have equal ownership rights to property. The index is computed based on the methodology in the DB17-20 studies.
The geographic coverage index assesses the extent to which the land registry and cadastre provide complete geographic coverage of privately held land parcels. It has four components: (i) how complete the coverage of the land registry is at the level of the largest business city; (ii) how complete the coverage of the land registry is at the level of the economy; (iii) how complete the coverage of the mapping agency is at the level of the largest business city; and (iv) how complete the coverage of the mapping agency is at the level of the economy. The index is computed based on the methodology in the DB17-20 studies.
The land dispute resolution index measures the accessibility of conflict resolution mechanisms and the extent of liability for entities or agents recording land transactions. It has eight components: (i) whether the law requires that all property sale transactions be regis­tered at the immovable property registry to make them opposable to third parties; (ii) whether the formal system of immovable property registration is subject to a guarantee; (iii) whether there is a specific, out-of-court compensation mechanism to cover for losses incurred by parties who engaged in good faith in a prop­erty transaction based on erroneous information certified by the immov­able property registry; (iv) whether the legal system requires verification of the legal validity of the documents (such as the sales, transfer or conveyance deed) necessary for a property transaction; (v) whether the legal system requires verification of the identity of the parties to a property transaction; (vi) whether there is a national database to verify the accuracy of identity documents; (vii) how much time it takes to obtain a decision from a court of first instance (without an appeal) in a standard land dispute between two local busi­nesses over tenure rights worth 50 times income per capita and located in the largest business city; and (viii) whether there are publicly avail­able statistics on the number of land disputes in the first instance. The index is computed based on the methodology in the DB17-20 studies.
The time captures the median duration that property lawyers, notaries or registry officials indicate is necessary to complete a procedure. It is calculated in calendar days. The time estimates of all procedures are added to calculate the total time required to obtain transfer the property title, taking into account simultaneity of processes. It is assumed that the minimum time required for each procedure is one day, except for proce­dures that can be fully completed online, for which the time required is recorded as half a day.
The score for time benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges from 0 to 100, where 0 represents the worst regulatory performance and 100 the best regulatory performance.
The quality of land administration index is the sum of the reliability of infrastructure, transparency of information, geographic coverage, land dispute resolution and equal access to property rights. The score is computed based on the methodology in the DB17-20 studies.
The score for the quality of land administration index benchmarks economies with respect to the regulatory best practice on the indicator. The score ranges 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 ranking of economies on the ease of registering property is determined by sorting their scores for registering property.
The reliability of infrastructure index assesses whether the land registry and cadaster have adequate infrastructure to guarantee high standards and reduce the risk of errors. It has six components: (i) how land titles are kept at the registry of the largest business city of the economy; (ii) whether there is an electronic database for checking for encumbrances; (iii) how maps of land plots are kept at the mapping agency of the largest business city of the economy; (iv) whether there is a geographic information system—an electronic database for recording boundaries, checking plans and providing cadastral information; (v) how the land ownership registry and mapping agency are linked; and (vi) how immovable property is identified. The index is computed based on the methodology in the DB17-20 studies.
The transparency of information index evaluates whether the land administration system makes land-related information publicly available. It has ten components: (i) whether information on land ownership is made publicly available; (ii) whether the list of documents required for completing the registra­tion of property transactions is made publicly available; (iii) whether the fee schedule for completing the registration of prop­erty transactions is made publicly available; (iv) whether the agency in charge of immovable property registration commits to a specific time frame for delivering a legally binding document that proves property ownership; (v) whether there is a specific and independent mechanism for filing complaints about a problem that occurred at the agency in charge of immovable property registration; (vi) whether there are publicly available official statistics tracking the number of transactions at the immovable property registration agency; (vii) whether maps of land plots are made publicly available; (viii) whether the fee schedule for accessing maps is made publicly available; and (ix) whether the mapping agency commits to a specific time frame for delivering an updated map; and (x) whether there is a specific and independent mechanism for filing complaints about a problem that occurred at the mapping agency. The index is computed based on the methodology in the DB17-20 studies.
The score for starting a business is the simple average of the scores for each of the component indicators: the procedures, time and cost for an entrepreneur to start and formally operate a business, as well as the paid-in minimum capital requirement.
The ranking of economies on the ease of starting a business is determined by sorting their scores for starting a business.
This index averages the country's percentile rankings on: procedures, time, cost (% of income per capita) and minimum capital (% of income per capita)
Percentage of sales sold domestically.
Micro, small, and medium-size enterprises are business that may be defined by the number of employees. There is no international standard definition of firm size; however, many institutions that collect information use the following size categories: micro enterprises have 0-9 employees, small enterprises have 10-49 employees, and medium-size enterprises have 50-249 employees.
Micro, small, and medium-size enterprises are business that may be defined by the number of employees. There is no international standard definition of firm size; however, many institutions that collect information use the following size categories: micro enterprises have 0-9 employees, small enterprises have 10-49 employees, and medium-size enterprises have 50-249 employees.
Time to prepare and pay taxes is the time, in hours per year, it takes to prepare, file, and pay (or withhold) three major types of taxes: the corporate income tax, the value added or sales tax, and labor taxes, including payroll taxes and social security contributions.
Firms expected to give gifts in meetings with tax officials is the percentage of firms that answered positively to the question "was a gift or informal payment expected or requested during a meeting with tax officials?"
Labor tax and contributions is the amount of taxes and mandatory contributions on labor paid by the business.
The total tax rate measures the amount of taxes and mandatory contributions payable by the business in the second year of operation, expressed as a share of commercial profits. Doing Business 2008 reports the total tax rate for fiscal 2006. The total amount of taxes is the sum of all the different taxes and contributions payable after accounting for deductions and exemptions. The taxes withheld (such as sales or value added tax or personal income tax) but not paid by the company are excluded. The taxes included can be divided into 5 categories: profit or corporate income tax, social contribu­tions and labor taxes paid by the employer (for which all mandatory contributions are included, even if paid to a private entity such as a requited pension fund), property taxes, turnover taxes and other small taxes (such as municipal fees and vehicle and fuel taxes).  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
Average number of visits or required meetings with tax officials during the year. The value represents the average number of visits for all firms which reported being visited or required to meet with tax officials (please see indicator IC.FRM.METG.ZS).
Amount of taxes and mandatory contributions paid by the business that are not already included in the tax profits and labour taxes.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
Other taxes payable by businesses include the amounts paid for property taxes, turnover taxes, and other small taxes such as municipal fees and vehicle and fuel taxes.
Tax payments by businesses are the total number of taxes paid by businesses, including electronic filing. The tax is counted as paid once a year even if payments are more frequent.
"Total amount of taxes and mandatory contributions payable by the business.  
For more information, visit http://www.doingbusiness.org/MethodologySurveys/.  "
Profit tax is the amount of taxes on profits paid by the business.
Total tax rate measures the amount of taxes and mandatory contributions payable by businesses after accounting for allowable deductions and exemptions as a share of commercial profits. Taxes withheld (such as personal income tax) or collected and remitted to tax authorities (such as value added taxes, sales taxes or goods and service taxes) are excluded.
This index ranks economies from 1 to 181, with first place being the best.  This  assesses (a) number of payments (b) time spent to prepare taxes (c) labour taxes (d) other taxes and (e) taxes on profits and gives each topic equal weight.  For more information, visit http://www.doingbusiness.org/MethodologySurveys/.
Delay for firm in obtaining a telephone connection is the average actual delay in days that firms experience when obtaining a telephone connection, measured from the day the establishment applied to the day it received the service or approval.
Percentage of firms expected to give gifts or an informal payment to get a phone connection.
This index ranks economies from 1 to 181, with first place being the best.  This gives an equal weigh to each of the topics in order for ranking (a) number of all documents required to export/import goods, (b) time and (c) cost.
Value of collateral needed for a loan or line of credit as a percentage of the loan value or the value of the line of credit.
Percentage of contract value expected as a gift to secure government contract. Only firms that have confirmed that they have secured or attempted to secure a government contract in the last 12 months were required to answer this question.
Delay for firm in obtaining water connection is the average actual delay in days that firms experience when obtaining a water connection, measured from the day the establishment applied to the day it received the service or approval.
Percentage of firms expected to give gifts or an informal payment to get a water connection.
Number of female directors is the number of female individuals who conduct the affairs of newly registered limited liability companies in the calendar year.
Share of female directors is the proportion of female directors of newly registered limited liability companies out of the total number of directors of newly registered limited liability companies in the economy in the calendar year. A  director is defined as an individual who conducts the affairs of newly registered limited liability companies in the calendar year.
Number of female directors is the number of female individuals who conduct the affairs of newly registered limited liability companies in the calendar year.
Share of male directors is the proportion of male directors of newly registered limited liability companies out of the total number of directors of newly registered limited liability companies in the economy in the calendar year. A  director is defined as an individual who conducts the affairs of newly registered limited liability companies in the calendar year.
Number of female business owners is the number of female individuals that own at least one share of a limited liability company that was newly registered in the calendar year.
Share of female business is the proportion of female newly registered limited liability company owners out of the total number of newly registered limited liability company owners in the economy in the calendar year.
Number of female business owners is the number of male individuals that own at least one share of a limited liability company that was newly registered in the calendar  year.
Share of female business is the proportion of male newly registered limited liability company owners out of the total number of newly registered limited liability company owners in the economy in the calendar year.
Number of female sole proprietors is the number of newly registered sole proprietors owned by female individuals in the calendar year. A sole proprietorship is a business entity owned and managed by a single individual who is indistinguishable from the business and personally liable.
Share of female sole proprietors is the proportion of female newly registered sole proprietors out of the total number of newly registered sole proprietors in the economy in the calendar year. A sole proprietorship is a business entity owned and managed by a single individual who is indistinguishable from the business and personally liable.
Number of male sole proprietors is the number of newly registered sole proprietors owned by female individuals in the calendar year.  A sole proprietorship is a business entity owned and managed by a single individual who is indistinguishable from the business and personally liable.
Share of female sole proprietors is the proportion of male newly registered sole proprietors out of the total number of newly registered sole proprietors in the economy in the calendar year. A sole proprietorship is a business entity owned and managed by a single individual who is indistinguishable from the business and personally liable.
Time required to build a warehouse is the number of calendar days needed to complete the required procedures for building a warehouse. If a procedure can be speeded up at additional cost, the fastest procedure, independent of cost, is chosen.
Number of procedures to build a warehouse is the number of interactions of a company's employees or managers with external parties, including government agency staff, public inspectors, notaries, land registry and cadastre staff, and technical experts apart from architects and engineers.
The percentage of respondents who report owning a primary foundational ID (national ID or similar credential), age 25 or older. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.
The percentage of children under age 5 whose births were registered at the time of the survey and whose birth certificate was seen by the interviewer or whose mother or caretaker says that a birth certificate has been issued for the child.
The percentage of respondents age 15 and above among the poorest 40 percent of households who report owning a primary foundational ID (national ID or similar credential). If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.
The percentage of respondents age 15 and above among the richest 60 percent of households who report owning a primary foundational ID (national ID or similar credential). If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.
The percentage of female respondents age 15 and above who report owning a primary foundational ID (national ID or similar credential). If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.
The percentage of male respondents age 15 and above who report owning a primary foundational ID (national ID or similar credential). If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.
The percentage of respondents who report owning a primary foundational ID (national ID or similar credential) among those who are out of the workforce. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.
The percentage of respondents who report owning a primary foundational ID (national ID or similar credential) among those with a primary education or less. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.
The percentage of respondents who report owning a primary foundational ID (national ID or similar credential) among those residing in rural areas. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.
The percentage of respondents who report owning a primary foundational ID (national ID or similar credential) among those with a secondary education or more. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.
The percentage of respondents who report owning a primary foundational ID (national ID or similar credential) among those residing in urban areas. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.
The percentage of respondents who report owning a primary foundational ID (national ID or similar credential) among those who are in the workforce. If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.
The percentage of respondents age 15 and above who report owning a primary foundational ID (national ID or similar credential). If the minimum age for obtaining an ID is above 15, observations below the minimum age are excluded.
Information and communications technology expenditures include computer hardware (computers, storage devices, printers, and other peripherals); computer software (operating systems, programming tools, utilities, applications, and internal software development); computer services (information technology consulting, computer and network systems integration, Web hosting, data processing services, and other services); and communications services (voice and data communications services) and wired and wireless communications equipment.
Information and communications technology expenditures include computer hardware (computers, storage devices, printers, and other peripherals); computer software (operating systems, programming tools, utilities, applications, and internal software development); computer services (information technology consulting, computer and network systems integration, Web hosting, data processing services, and other services); and communications services (voice and data communications services) and wired and wireless communications equipment.
Information and communications technology expenditures include computer hardware (computers, storage devices, printers, and other peripherals); computer software (operating systems, programming tools, utilities, applications, and internal software development); computer services (information technology consulting, computer and network systems integration, Web hosting, data processing services, and other services); and communications services (voice and data communications services) and wired and wireless communications equipment.
Investment in energy projects with private participation  refers to commitments to  infrastructure projects in energy (electricity and natural gas: generation, transmission and distribution) that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects such as windmills are excluded. The types of projects included are management and lease contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars.
Investment in ICT projects with private participation refers to commitments to projects in ICT backbone infrastructure (including land based and submarine cables) that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are operations and management contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars and available 2015 onwards only.
Investment  in telecom projects with private participation refers to commitments to infrastructure projects in telecommunications that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are management and lease contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data are in current U.S. dollars.
Investment  in transport projects with private participation refers to commitments to  infrastructure projects in transport that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are  management and lease contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars.
Investment in water and sanitation projects with private participation refers to commitments to  infrastructure projects in water and sanitation that have reached financial closure and directly or indirectly serve the public. Movable assets, incinerators, standalone solid waste projects, and small projects are excluded. The types of projects included are management and lease contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars.
Public Private Partnerships in energy (current US$)  refers to commitments to  infrastructure projects in energy (electricity and natural gas transmission and distribution) that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects such as windmills are excluded. The types of projects included are  management and lease contracts, operations and management contracts with major capital expenditure, and greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility). It excludes divestitures and merchant projects. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars.
Public Private Partnerships in ICT (current US$) refers to commitments to projects in ICT backbone infrastructure (including land based and submarine cables) that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are management and lease contracts, operations and management contracts with major capital expenditure and greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility). It excludes divestitures and merchant projects. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars and available 2015 onwards only.
Public Private Partnerships in telecom (current US$) refers to commitments to infrastructure projects in telecommunications that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are operations and management and lease contracts, operations and management contracts with major capital expenditure, and greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility). It excludes divestitures and merchant projects. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data are in current U.S. dollars.
Public Private Partnerships in transport (current US$) refers to commitments to  infrastructure projects in transport that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are  management and lease contracts, operations and management contracts with major capital expenditure,  and greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility). It excludes divestitures and merchant projects. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars.
Public Private Partnerships in water and sanitation (current US$) refers to commitments to  infrastructure projects in water and sanitation that have reached financial closure and directly or indirectly serve the public. Movable assets, incinerators, standalone solid waste projects, and small projects are excluded. The types of projects included are management and lease contracts, operations and management contracts with major capital expenditure, and greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility). It excludes divestitures and merchant projects. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data is presented based on investment year. Data are in current U.S. dollars.
The stock of international reserves is expressed as the number of months of financing-coverage it represents for the given country's imports of merchandise goods.
Gross area under irrigation is the total area under crops, irrigated once and/or more than once in a year. It is counted as many times as the number of times the areas are cropped and irrigated in a year.
Yield of Total Foodgrains (Rice, Wheat, etc.), measured in Kgs/Hectare, is derived by aggregating the individual foodgrain production (Kgs) and total harvested areas (hectares), which are estimated using their Yield.
Yield of Rice, measured in Kgs/Hectare, is an estimate based on randomized sampling of survey areas and controlled crop cutting experiments.
Yield of Sugarcane, measured in Kgs/Hectare, is an estimate based on randomized sampling of survey areas and controlled crop cutting experiments.
Nominal Gross state domestic product (GSDP) per capita, or gross regional product (GRP) per capita, is a measurement of the per capita economic output in nominal terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). 
State Domestic Product (SDP) in common parlance known as “State Income” is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for
without duplication.
Nominal Gross state domestic product (GSDP) per capita, or gross regional product (GRP) per capita, is a measurement of the per capita economic output in nominal terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). 
State Domestic Product (SDP) in common parlance known as “State Income” is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for
without duplication.
Real Gross state domestic product (GSDP), or gross regional product (GRP), is a measurement of the per capita economic output in real terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). 
State Domestic Product (SDP) in common parlance known as “State Income” is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for
without duplication.
Real Gross state domestic product (GSDP) [per capita, or gross regional product (GRP) per capita, is a measurement of the per capita growth rate of economic output in real terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). 
State Domestic Product (SDP) in common parlance known as “State Income” is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for
without duplication.
Real Gross state domestic product (GSDP) per capita, or gross regional product (GRP) per capita, is a measurement of the per capita economic output in real terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). 
State Domestic Product (SDP) in common parlance known as “State Income” is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for
without duplication.
Gross state domestic product (GSDP), or gross regional product (GRP), is a measurement of the per capita growth rate  of the economic output in real terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). 
State Domestic Product (SDP) in common parlance known as “State Income” is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for
without duplication.
Population growth rate over the 10 year period.  This is simple growth rate calculation between two population observations that are 10 year apart.
Percent pupils in General category: not belonging to the Scheduled Caste (SC), Scheduled Tribe (ST) or Other Backward Class (OBC) category. Muslims and other minorities are included in the General Category.
Percent of Secondary and Higher Secondary pupils in the General category and belonging to the Muslim community
Percent pupils not in the General category and belonging to the Other Backward Class (OBC) category
Percent pupils not in the General category and belonging to the Scheduled Caste (SC) category
Percent pupils not in the General category and belonging to the Scheduled Tribe (ST) category
Total enrolment in secondary and higher secondary education, regardless of age, expressed as a percentage of the eligible official secondary and higher secondary school-age population in a given school-year
Enrolment in secondary and higher secondary education of the official age for that group expressed as a percentage of the corresponding population in that age group
Average number of Pupils per Teacher for all schools (Secondary and Higher Secondary schools).
Total number of Teachers in secondary and higher secondary schools. Thes include regular and on-contract teachers.
Numbers of Teacher Education Institutes sponsored and funded by the Central Government for elementary and secondary schools-- District Institutes of Education and Trainin(DIETs), Colleges of Teacher Education (CTEs),  Institutes of Advanced Study in Education (IASEs)
Total- Installed Capacity (MW). Includes hydro, diesel and wind, steam, gas and nuclear energy.
Total-Electricity Generated Gross (GWh). Includes hydro, diesel and wind, steam, gas and nuclear energy.
Utilities/Non Utilities  Per Capita Consumption (in KWh).  Uses net electricity consumption after excluding  consumption by power station auxiliaries. Non-utilities are power stations for railways and similar entities.
Non Utilities  Per Capita Consumption (in KWh)
Total (Utilities & Non-Utilities) Per Capita Consumption (in KWh). Uses net electricity consumption after excluding  consumption by power station auxiliaries. Non-utilities are power stations for railways and similar entities.
Grid interactive renewable power installed capacity (in MW). Includes power generated from small hydro, biomass and waste, wind and solar sources. Energy from these renewable sources is connected to the regional and state grids.
Number of Towns Electrified (Per 2001 Census)
Percentage of Towns in the State Electrified
Number of Towns Total (Per 2001 Census)
Number of Villages Electrified
Percentage of Villages Electrified in the State
Number of Villages Total (Per 2001 Census)
Number of commercial banks
CRISIL Inclusix is a relative index that incorporates various forms of basic financial services into one single metric. CRISIL Inclusix is India’s first comprehensive measure of financial inclusion in the form of an index. It is a relative index that has a scale of 0 to 100, and combines three very critical parameters of basic banking services — branch penetration (BP), deposit penetration (DP), and credit penetration (CP) — together into one single metric. For each of these parameters, CRISIL evaluates financial inclusion at the national/ regional/ state/ district level vis-à-vis a defined ideal. A CRISIL Inclusix score of 100 indicates the ideal state for each of the national/ regional/ state/ district level vis-à-vis a defined ideal. A CRISIL Inclusix score of 100 indicates the ideal state for each of the three parameters.
Total number of households availing banking services - Rural (Source: Census 2011)
Total number of households availing banking services ( Source: Census 2011)
Total number of households availing banking services - Urban ( Source: Census 2011)
Total number of households -Rural (Source: Census 2011)
Total number of households (Source: Census 2011)
Total number of households - Urban (Source: Census 2011)
Average Population Per Bank Office (In Thousands)
Auxiliary Nurse Midwives have some training in secondary school. A period of on-thejob training may be included, and sometimes formalised in apprenticeships. Like an auxiliary nurse, an auxiliary nurse midwife has basic nursing skills and no training in nursing decisionmaking. Auxiliary nurse midwives assist in the provision of maternal and newborn health care, particularly during childbirth but also in the prenatal and postpartum periods. They possess some of the competencies in midwifery but are not fully qualified as midwives. (Source WHO cadres in maternal and newborn health)
Structure for the Rural health Infastucture consists of 4 levels -- District Hospitals (DH), Community Health Centers (CHC), Primary Health Centers (PHC), and Sub-Centers (SC). The number of CHCs efer to public hospitals.  The number of CHCs  refer to CHCs under the National Rural Health Mission (NRHM) and the National Urban Health Mission (NUHM) (see original source)
Structure for the Rural health Infastucture consists of 4 levels -- District Hospitals (DH), Community Health Centers (CHC), Primary Health Centers (PHC), and Sub-Centers (SC). The number of hospitals refer to public facilities under the National Rural Health Mission (NRHM) and the National Urban Health Mission (NUHM) (see original source)
Health infrastructure indicator  -- Number of Allopathic Doctors in Government Hospitals per 100,000 population
Health infrastructure indicator  -- Number of beds in Government Hospitals
Health infrastructure indicator  -- Number of beds in Government Hospitals (public) per 100,000 population
Health infrastructure indicator  -- Number of Government Hospitals
Health infrastructure indicator  - Number of government hospitals (public) per 100,000 population
State/UT-wise HIV/AIDS Related Death Estimates with Uncertainty Bounds
State/UT-wise Annual New HIV Infection among Adults (15+ Years) With Uncertainty Bounds
Typically in a State in India, health visitors and supervisors include a number of job titles such as Female Health Supervisor, Block Health Visitor, District Public Health Officer, State Public Health Nursing Supervisor, Directors, Additional Directors, Deputy Directors and other officials in the State's Public Health System. 
Source: http://www.iimahd.ernet.in/publications/data/2010-02-04Sharma.pdf
Reported cases of Malaria infection
Reported cases of Death due to Malaria
Structure for the Rural health Infastucture consists of 4 levels -- District Hospitals (DH), Community Health Centers (CHC), Primary Health Centers (PHC), and Sub-Centers (SC). The number of Sub-Centers (SCs) refers to public facilities.  The number of Sub-Centers (SCs) refer to public facilities under the National Rural Health Mission (NRHM) and the National Urban Health Mission (NUHM) (see original source)
The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically "working-age persons" is defined as people between the ages of 16-59. 
The estimates of LFPR in different approaches provide information on the following aspects:
i) number of persons in labour-force - i.e., employed or unemployed-- according to
usual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),
People in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.
The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically "working-age persons" is defined as people between the ages of 16-59. 
The estimates of LFPR in different approaches provide information on the following aspects:
i) number of persons in labour-force - i.e., employed or unemployed-- according to
usual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),
People in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.
The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically "working-age persons" is defined as people between the ages of 16-59. 
The estimates of LFPR in different approaches provide information on the following aspects:
i) number of persons in labour-force - i.e., employed or unemployed-- according to
usual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),
People in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.
The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically "working-age persons" is defined as people between the ages of 16-59. 
The estimates of LFPR in different approaches provide information on the following aspects:
i) number of persons in labour-force - i.e., employed or unemployed-- according to
usual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),
People in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.
The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically "working-age persons" is defined as people between the ages of 16-59. 
The estimates of LFPR in different approaches provide information on the following aspects:
i) number of persons in labour-force - i.e., employed or unemployed-- according to
usual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),
People in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.
The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically "working-age persons" is defined as people between the ages of 16-59. 
The estimates of LFPR in different approaches provide information on the following aspects:
i) number of persons in labour-force - i.e., employed or unemployed-- according to
usual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),
People in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.
The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically "working-age persons" is defined as people between the ages of 16-59. 
The estimates of LFPR in different approaches provide information on the following aspects:
i) number of persons in labour-force - i.e., employed or unemployed-- according to
usual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),
People in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.
The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically "working-age persons" is defined as people between the ages of 16-59. 
The estimates of LFPR in different approaches provide information on the following aspects:
i) number of persons in labour-force - i.e., employed or unemployed-- according to
usual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),
People in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.
The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically "working-age persons" is defined as people between the ages of 16-59. 
The estimates of LFPR in different approaches provide information on the following aspects:
i) number of persons in labour-force - i.e., employed or unemployed-- according to
usual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),
People in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.
Poverty Head Count Ratio is the percentage of the rural population living below the poverty line estimated based on population-weighted subgroup estimates (rural and urban) from household surveys.
Poverty Head Count Ratio is the percentage of the total population living below the poverty line estimated based on population-weighted subgroup estimates (rural and urban) from household surveys.
Poverty Head Count Ratio is the percentage of the urban population living below the poverty line estimated based on population-weighted subgroup estimates (rural and urban) from household surveys.
Total households (HH) w/ drinking water facility  (Excl. institutional HH)
Distribution of households by availability of drinking water sources - away from premises
Distribution of households by availability of drinking water sources - near the premises
Distribution of households by availability of drinking water sources - within the premises
Infant Mortality Rate (IMR) per 1000: Infant mortality rate (IMR) is the number of deaths of children less than one year of age per 1000 live births. The rate for a given region is the number of children dying under one year of age, divided by the number of live births during the year, multiplied by 1,000.
Under 5 Mortality Rate per 1000 is the  number of deaths of children less than five years of age per 1000 live births. The rate for a given region is the number of children dying under five years of age, divided by the number of live births during that period, multiplied by 1,000.
Percentage of female population age 7 and above who can read and write. For the purposes of census a person aged seven and above, who can both read and write with understanding in any language, is treated as literate. A person, who can only read but cannot write, is not literate.
Percentage of male population age 7 and above who can read and write. For the purposes of census a person aged seven and above, who can both read and write with understanding in any language, is treated as literate. A person, who can only read but cannot write, is not literate.
Percentage of population age 7 and above who can read and write. For the purposes of census a person aged seven and above, who can both read and write with understanding in any language, is treated as literate. A person, who can only read but cannot write, is not literate.
Distribution of households by type of latrine facility -  not available within premises
Distribution of households by type of latrine facility -  available within premises
National Highways: Arterial roads of the country for inter-state and strategic defense movements. 
Surfaced Road: : A road with a hard smooth surface of bitumen or tar.
National Highways: Arterial roads of the country for inter-state and strategic defense movements. 
Surfaced Road: : A road with a hard smooth surface of bitumen or tar.
National Highways: Arterial roads of the country for inter-state and strategic defense movements. 
Surfaced Road: : A road with a hard smooth surface of bitumen or tar.
National Highways: Arterial roads of the country for inter-state and strategic defense movements. 
Surfaced Road: : A road with a hard smooth surface of bitumen or tar.
National Highways: Arterial roads of the country for inter-state and strategic defense movements. 
Surfaced Road: : A road with a hard smooth surface of bitumen or tar.
Length of Urban Roads (in KMs)
Length of Surfaced Urban Roads (in KMs)
Number of seriously injured in road traffic crashes
Number of road crashes
Rural roads density is measured in KMs of rural roads in the area (State, District) divided by population in thousands in that area (State, District)
Rural roads are roads within a district for which the specifications are lower than for district roads.
Number of road traffic deaths
Urban roads density is measured in KMs of Urban roads in the area (State, District) divided by population in thousands in that area (State, District)
Urban roads are roads within a limits of a Municipality, Military Cantonment, Port o a Railway Authority.
The percentage of respondents who report having access to the Internet.
Industrial design applications are applications to register an industrial design with a national or regional Intellectual Property (IP) offices and designations received by relevant offices through the Hague System. Industrial designs are applied to a wide variety of industrial products and handicrafts. They refer to the ornamental or aesthetic aspects of a useful article, including compositions of lines or colors or any three-dimensional forms that give a special appearance to a product or handicraft. The holder of a registered industrial design has exclusive rights against unauthorized copying or imitation of the design by third parties. Industrial design registrations are valid for a limited period. The term of protection is usually 15 years for most jurisdictions. However, differences in legislation do exist, notably in China (which provides for a 10-year term from the application date). Non-resident application refers to an application filed with the IP office of or acting on behalf of a state or jurisdiction in which the first-named applicant in the application is not domiciled. Design count is used to render application data for industrial applications across offices comparable, as some offices follow a single-class/single-design filing system while other have a multiple class/design filing system.
Industrial design applications are applications to register an industrial design with a national or regional Intellectual Property (IP) offices and designations received by relevant offices through the Hague System. Industrial designs are applied to a wide variety of industrial products and handicrafts. They refer to the ornamental or aesthetic aspects of a useful article, including compositions of lines or colors or any three-dimensional forms that give a special appearance to a product or handicraft. The holder of a registered industrial design has exclusive rights against unauthorized copying or imitation of the design by third parties. Industrial design registrations are valid for a limited period. The term of protection is usually 15 years for most jurisdictions. However, differences in legislation do exist, notably in China (which provides for a 10-year term from the application date). Resident application refers to an application filed with the IP office of or acting on behalf of the state or jurisdiction in which the first-named applicant in the application has residence. Design count is used to render application data for industrial applications across offices comparable, as some offices follow a single-class/single-design filing system while other have a multiple class/design filing system.
Scientific and technical journal articles refer to the number of scientific and engineering articles published in the following fields: physics, biology, chemistry, mathematics, clinical medicine, biomedical research, engineering and technology, and earth and space sciences.
Patent applications are worldwide patent applications filed through the Patent Cooperation Treaty procedure or with a national patent office for exclusive rights for an invention--a product or process that provides a new way of doing something or offers a new technical solution to a problem. A patent provides protection for the invention to the owner of the patent for a limited period, generally 20 years.
Patent applications are worldwide patent applications filed through the Patent Cooperation Treaty procedure or with a national patent office for exclusive rights for an invention--a product or process that provides a new way of doing something or offers a new technical solution to a problem. A patent provides protection for the invention to the owner of the patent for a limited period, generally 20 years.
Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) office. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Aggregate direct trademark applications are those filed by applicants without regard to the residency of the applicant. This figure is used when the national office does not provide a breakdown by direct resident and direct nonresident applications.
Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) office. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Madrid trademark applications are those received by the national or regional IP office as a result of an international application filed via the WIPO-administered Madrid System.
Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) offices and designations received by relevant offices through the Madrid System. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Non-resident application refers to an application filed with the IP office of or acting on behalf of a state or jurisdiction in which the first-named applicant in the application is not domiciled. Class count is used to render application data for trademark applications across offices comparable, as some offices follow a single-class/single-design filing system while other have a multiple class/design filing system.
Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) office. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Direct nonresident trademark applications are those filed by applicants from abroad directly at a given national IP office.
Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) office. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Direct resident trademark applications are those filed by domestic applicants directly at a given national IP office.
Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) offices and designations received by relevant offices through the Madrid System. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Resident application refers to an application filed with the IP office of or acting on behalf of the state or jurisdiction in which the first-named applicant in the application has residence. Class count is used to render application data for trademark applications across offices comparable, as some offices follow a single-class/single-design filing system while other have a multiple class/design filing system.
Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) office. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees.
An economic indicator that measures changes in output for the industrial sector of the economy. The industrial sector includes manufacturing, mining, and utilities. Data is in constant US$, and not seasonally adjusted. The base year is 2005.
An economic indicator that measures changes in output for the industrial sector of the economy. The industrial sector includes manufacturing, mining, and utilities. Data is in constant US$, seasonally adjusted. The base year is 2005.
Business regulatory environment assesses the extent to which the legal, regulatory, and policy environments help or hinder private businesses in investing, creating jobs, and becoming more productive.
Debt policy assesses whether the debt management strategy is conducive to minimizing budgetary risks and ensuring long-term debt sustainability.
The economic management cluster includes macroeconomic management, fiscal policy, and debt policy.
Policy and institutions for environmental sustainability assess the extent to which environmental policies foster the protection and sustainable use of natural resources and the management of pollution.
Quality of budgetary and financial management assesses the extent to which there is a comprehensive and credible budget linked to policy priorities, effective financial management systems, and timely and accurate accounting and fiscal reporting, including timely and audited public accounts.
Financial sector assesses the structure of the financial sector and the policies and regulations that affect it.
Fiscal policy assesses the short- and medium-term sustainability of fiscal policy (taking into account monetary and exchange rate policy and the sustainability of the public debt) and its impact on growth.
Gender equality assesses the extent to which the country has installed institutions and programs to enforce laws and policies that promote equal access for men and women in education, health, the economy, and protection under law.
Building human resources assesses the national policies and public and private sector service delivery that affect the access to and quality of health and education services, including prevention and treatment of HIV/AIDS, tuberculosis, and malaria.
IDA Resource Allocation Index is obtained by calculating the average score for each cluster and then by averaging those scores. For each of 16 criteria countries are rated on a scale of 1 (low) to 6 (high).
Macroeconomic management assesses the monetary, exchange rate, and aggregate demand policy framework.
Quality of public administration assesses the extent to which civilian central government staff is structured to design and implement government policy and deliver services effectively.
Equity of public resource use assesses the extent to which the pattern of public expenditures and revenue collection affects the poor and is consistent with national poverty reduction priorities.
Property rights and rule-based governance assess the extent to which private economic activity is facilitated by an effective legal system and rule-based governance structure in which property and contract rights are reliably respected and enforced.
Social protection and labor assess government policies in social protection and labor market regulations that reduce the risk of becoming poor, assist those who are poor to better manage further risks, and ensure a minimal level of welfare to all people.
The public sector management and institutions cluster includes property rights and rule-based governance, quality of budgetary and financial management, efficiency of revenue mobilization, quality of public administration, and transparency, accountability, and corruption in the public sector.
Efficiency of revenue mobilization assesses the overall pattern of revenue mobilization--not only the de facto tax structure, but also revenue from all sources as actually collected.
The policies for social inclusion and equity cluster includes gender equality, equity of public resource use, building human resources, social protection and labor, and policies and institutions for environmental sustainability.
The structural policies cluster includes trade, financial sector, and business regulatory environment.
Trade assesses how the policy framework fosters trade in goods.
Transparency, accountability, and corruption in the public sector assess the extent to which the executive can be held accountable for its use of funds and for the results of its actions by the electorate and by the legislature and judiciary, and the extent to which public employees within the executive are required to account for administrative decisions, use of resources, and results obtained. The three main dimensions assessed here are the accountability of the executive to oversight institutions and of public employees for their performance, access of civil society to information on public affairs, and state capture by narrow vested interests.
This indicator provides an assessment of a country's adherence to the best regulatory practices (scored from 1 to 100 (best practice)) during the period and activities that inform the decision of whether to launch a PPP procurement process. It is determined by assessing whether the identification of a prospective PPP project happens within the broader context of public investments, consistent with other government priorities. It also examines the different types of assessments and the methodologies used to set the rules for these assessments. Furthermore, it considers other activities undertaken before publishing the public tender notice, such as preparing the draft contract and tender documents and obtaining land and permits, that lead to the procurement of the PPP project.
This indicator provides an assessment of a country's adherence to the best regulatory practices (scored from 1 to 100 (best practice)) during the selection of a private partner who takes on the responsibility of developing the PPP project. It focuses on fairness, neutrality, and transparency of the process, as well as provisions assuring competition between the potential private partners.
The indicator provides assessment of whether the contract management framework is in place to facilitate the implementation of PPP projects, as well as the existing monitoring and evaluation systems. It also examines the regulatory provisions regarding PPP contract modification and renegotiation, dispute resolution, lender step-in rights, and termination of contracts.
The indicator provides assessment of whether a specific process is in place to evaluate the feasibility of the unsolicited proposals (USPs). It evaluates USPs alignment with other government priorities; whether specific compensation mechanisms are in place for USPs; and whether a competitive process is required to select the private partner for the PPP project. Only the countries where USPs are allowed and take place have received scores. No scores have been given to those countries where the regulatory framework specifically prohibits the submission of USPs or where the USPs do not happen in practice.
The methodology indicator measures a country’s ability to adhere to internationally recommended standards and methods. The methodology score is calculated as the weighted average of 10 underlying indicator scores. The final methodology score contributes 1/3 of the overall Statistical Capacity Indicator score.
The Statistical Capacity Indicator is a composite score assessing the capacity of a country’s statistical system. It is based on a diagnostic framework assessing the following areas: methodology; data sources; and periodicity and timeliness. Countries are scored against 25 criteria in these areas, using publicly available information and/or country input. The overall Statistical Capacity score is then calculated as a simple average of all three area scores on a scale of 0-100.
The periodicity and timeliness indicator assesses the availability and periodicity of key socioeconomic indicators. It measures the extent to which data are made accessible to users through transformation of source data into timely statistical outputs. The periodicity score is calculated as the weighted average of 10 underlying indicator scores. The final periodicity score contributes 1/3 of the overall Statistical Capacity Indicator score.
The source data indicator reflects whether a country conducts data collection activities in line with internationally recommended periodicity, and whether data from administrative systems are available. The source data score is calculated as the weighted average of 5 underlying indicator scores. The final source data score contributes 1/3 of the overall Statistical Capacity Indicator score.
The SPI overall score is a composite score measuing country performance across five pillars: data use, data services, data products, data sources, and data infrastructure.
The data use overall score is a composite score measuring the demand side of the statistical system.  The data use  pillar is segmented by five types of users: (i) the legislature, (ii) the executive branch, (iii) civil society (including sub-national actors), (iv) academia and (v) international bodies.  Each dimension would have associated indicators to measure performance. A mature system would score well across all dimensions whereas a less mature one would have weaker scores along certain dimensions. The gaps would give insights into prioritization among user groups and help answer questions as to why the existing services are not resulting in higher use of national statistics in a particular segment.  Currently, the SPI only features indicators for one of the five dimensions of data use, which is data use by international organizations. Indicators on whether statistical systems are providing useful data to their national governments (legislature and executive branches), to civil society, and to academia are absent.  Thus the dashboard does not yet assess if national statistical systems are meeting the data needs of a large swathe of users.
The data services pillar overall score is a composite indicator based on four dimensions of data services: (i) the quality of data releases, (ii) the richness and openness of online access, (iii) the effectiveness of advisory and analytical services related to statistics, and (iv) the availability and use of data access services such as secure microdata access. Advisory and analytical services might incorporate elements related to data stewardship services including input to national data strategies, advice on data ethics and calling out misuse of data in accordance with the Fundamental Principles of Official Statistics.
The data products overall score is a composite score measureing whether the country is able to produce relevant indicators, primarily related to SDGs.  The data products (internal process) pillar is segmented by four topics and organized into (i) social, (ii) economic, (iii) environmental, and (iv) institutional dimensions using the typology of the Sustainable Development Goals (SDGs). This approach anchors the national statistical system’s performance around the essential data required to support the achievement of the 2030 global goals, and enables comparisons across countries so that a global view can be generated while enabling country specific emphasis to reflect the user needs of that country.
The data sources overall score is a composity measure of whether countries have data available from the following sources: Censuses and surveys, administrative data, geospatial data, and private sector/citizen generated data.  The data sources (input) pillar is segmented by four types of sources generated by (i) the statistical office (censuses and surveys), and sources accessed from elsewhere such as (ii)  administrative data, (iii) geospatial data, and (iv) private sector data and citizen generated data. The appropriate balance between these source types will vary depending on a country’s institutional setting and the maturity of its statistical system. High scores should reflect the extent to which the sources being utilized enable the necessary statistical indicators to be generated. For example, a low score on environment statistics (in the data production pillar) may reflect a lack of use of (and low score for) geospatial data (in the data sources pillar). This type of linkage is inherent in the data cycle approach and can help highlight areas for investment required if country needs are to be met.
The data infrastructure  pillar  overall score measures the hard and soft infrastructure segments, itemizing essential cross cutting requirements for an effective statistical system.  The segments are: (i) legislation and governance covering the existence of laws and a functioning institutional framework for the statistical system; (ii) standards and methods addressing compliance with recognized frameworks and concepts; (iii) skills including level of skills within the statistical system and among users (statistical literacy); (iv) partnerships reflecting the need for the statistical system to be inclusive and coherent; and (v) finance mobilized both domestically and from donors.
Burden of Customs Procedure measures business executives' perceptions of their country's efficiency of customs procedures. The rating ranges from 1 to 7, with a higher score indicating greater efficiency. Data are from the World Economic Forum's Executive Opinion Survey, conducted for 30 years in collaboration with 150 partner institutes. The 2009 round included more than 13,000 respondents from 133 countries. Sampling follows a dual stratification based on company size and the sector of activity. Data are collected online or through in-person interviews. Responses are aggregated using sector-weighted averaging. The data for the latest year are combined with the data for the previous year to create a two-year moving average. Respondents evaluated the efficiency of customs procedures in their country. The lowest score (1) rates the customs procedure as extremely inefficient, and the highest score (7) as extremely efficient.
The Quality of Port Infrastructure measures business executives' perception of their country's port facilities. Data are from the World Economic Forum's Executive Opinion Survey, conducted for 30 years in collaboration with 150 partner institutes. The 2009 round included more than 13,000 respondents from 133 countries. Sampling follows a dual stratification based on company size and the sector of activity. Data are collected online or through in-person interviews. Responses are aggregated using sector-weighted averaging. The data for the latest year are combined with the data for the previous year to create a two-year moving average. Scores range from 1 (port infrastructure considered extremely underdeveloped) to 7 (port infrastructure considered efficient by international standards). Respondents in landlocked countries were asked how accessible are port facilities (1 = extremely inaccessible; 7 = extremely accessible).
Registered carrier departures worldwide are domestic takeoffs and takeoffs abroad of air carriers registered in the country.
Air freight is the volume of freight, express, and diplomatic bags carried on each flight stage (operation of an aircraft from takeoff to its next landing), measured in metric tons times kilometers traveled.
Air passengers carried include both domestic and international aircraft passengers of air carriers registered in the country.
Diesel is heavy oils used as a fuel for internal combustion in diesel engines.
Diesel is heavy oils used as a fuel for internal combustion in diesel engines.
Road density is the ratio of the length of the country's total road network to the country's land area. The road network includes all roads in the country: motorways, highways, main or national roads, secondary or regional roads, and other urban and rural roads.
Road sector energy consumption is the total energy used in the road sector including petroleum products, natural gas, electricity, and combustible renewable and waste.
Road sector energy consumption is the total energy used in the road sector including petroleum products, natural gas, electricity, and combustible renewable and waste.
Road sector energy consumption is the total energy used in the road sector including petroleum products, natural gas, electricity, and combustible renewable and waste. Total energy consumption is the total country energy consumption.
Goods transported by road are the volume of goods transported by road vehicles, measured in millions of metric tons times kilometers traveled.
Paved roads are those surfaced with crushed stone (macadam) and hydrocarbon binder or bituminized agents, with concrete, or with cobblestones, as a percentage of all the country's roads, measured in length.
Passengers carried by road are the number of passengers transported by road times kilometers traveled.
Gasoline is light hydrocarbon oil use in internal combustion engine such as motor vehicles, excluding aircraft.
Gasoline is light hydrocarbon oil use in internal combustion engine such as motor vehicles, excluding aircraft.
Total road network includes motorways, highways, and main or national roads, secondary or regional roads, and all other roads in a country. A motorway is a road designed and built for motor traffic that separates the traffic flowing in opposite directions.
Goods transported by railway are the volume of goods transported by railway, measured in metric tons times kilometers traveled.
Passengers carried by railway are the number of passengers transported by rail multiplied by kilometers traveled.
Rail lines are the length of railway route available for train service, irrespective of the number of parallel tracks.
The Liner Shipping Connectivity Index captures how well countries are connected to global shipping networks. It is computed by the United Nations Conference on Trade and Development (UNCTAD) based on five components of the maritime transport sector: number of ships, their container-carrying capacity, maximum vessel size, number of services, and number of companies that deploy container ships in a country's ports. For each component a country's value is divided by the maximum value of each component in 2004, the five components are averaged for each country, and the average is divided by the maximum average for 2004 and multiplied by 100. The index generates a value of 100 for the country with the highest average index in 2004. . The underlying data come from Containerisation International Online.
Port container traffic measures the flow of containers from land to sea transport modes, and vice versa, in twenty-foot equivalent units (TEUs), a standard-size container. Data refer to coastal shipping as well as international journeys. Transshipment traffic is counted as two lifts at the intermediate port (once to off-load and again as an outbound lift) and includes empty units.
Motor vehicles include cars, buses, and freight vehicles but do not include two-wheelers. Population refers to midyear population in the year for which data are available.
Passenger cars refer to road motor vehicles, other than two-wheelers, intended for the carriage of passengers and designed to seat no more than nine people (including the driver).
Vehicles per kilometer of road include cars, buses, and freight vehicles but do not include two-wheelers. Roads refer to motorways, highways, main or national roads, secondary or regional roads, and other roads. A motorway is a road specially designed and built for motor traffic that separates the traffic flowing in opposite directions.
Fixed broadband sub-basket is the price of the monthly subscription to an entry-level fixed broadband plan. For comparability reason, the fixed broadband sub-basket is based on a monthly usage of (a minimum of) 1 Gigabyte (GB). For plans that limit the monthly amount of data transferred by including caps below 1 Gigabyte, the cost for additional bytes is added to the sub-basket. The minimum speed of a broadband connection is 256 kbit/s.
Population covered by a mobile-cellular network is the percentage of people within range of a mobile-cellular signal, irrespective of whether they are subscribers or users or not. This is calculated by dividing the number of people within range of a mobile-cellular signal by the total population and multiplying by 100.
Mobile cellular telephone subscriptions are subscriptions to a public mobile telephone service that provide access to the PSTN using cellular technology. The indicator includes (and is split into) the number of postpaid subscriptions, and the number of active prepaid accounts (i.e. that have been used during the last three months). The indicator applies to all mobile cellular subscriptions that offer voice communications. It excludes subscriptions via data cards or USB modems, subscriptions to public mobile data services, private trunked mobile radio, telepoint, radio paging and telemetry services.
Mobile cellular telephone subscriptions are subscriptions to a public mobile telephone service that provide access to the PSTN using cellular technology. The indicator includes (and is split into) the number of postpaid subscriptions, and the number of active prepaid accounts (i.e. that have been used during the last three months). The indicator applies to all mobile cellular subscriptions that offer voice communications. It excludes subscriptions via data cards or USB modems, subscriptions to public mobile data services, private trunked mobile radio, telepoint, radio paging and telemetry services.
Please cite the International Telecommunication Union for third-party use of these data.  Mobile telephone subscribers are subscribers to a public mobile telephone service using cellular technology.
Price basket for mobile is calculated as the pre-paid price for 25 calls per month spread over the same mobile network, other mobile networks, and mobile to fixed calls and during peak, off-peak, and weekend times. It also includes 30 text messages per month.
Please cite the International Telecommunication Union for third-party use of these data. The price of a three minute off-peak rate call from a mobile cellular telephone to a mobile cellular subscriber of the same network. A note indicates whether taxes are included (preferred) or not, or if the price refers to a pre-paid or post-paid subscription.  This indicator is expressed in US dollars.
Please cite the International Telecommunication Union for third-party use of these data.  The price of a three minute peak rate call from a mobile cellular telephone to a mobile cellular subscriber of the same network. A note indicates whether taxes are included (preferred) or not, or if the price refers to a pre-paid or post-paid subscription. This indicator is expressed in US dollars.
Please cite the International Telecommunication Union for third-party use of these data.  The price of a three minute off-peak rate call from a mobile cellular telephone to a mobile cellular subscriber of the same network. A note indicates whether taxes are included (preferred) or not, or if the price refers to a pre-paid or post-paid subscription. This indicator is expressed in national currency.
Please cite the International Telecommunication Union for third-party use of these data.  The price of a three minute peak rate call from a mobile cellular telephone to a mobile cellular subscriber of the same network. A note indicates whether taxes are included (preferred) or not, or if the price refers to a pre-paid or post-paid subscription. This indicator is expressed in national currency.
Please cite the International Telecommunication Union for third-party use of these data.  The monthly subscription charge for mobile cellular service. Due to the variety of plans available in many countries, it is preferable to use the tariff with the cheapest initiation/connection charge. If prepaid services are used (for those countries that have more prepaid than post-paid subscribers), the monthly subscription charge would be zero. If the plan includes free minutes, this should be put in a note. A note should indicate whether taxes are included (preferred) or not and what the rate is.  This indicator is expressed in US dollars.
Please cite the International Telecommunication Union for third-party use of these data.  The monthly subscription charge for mobile cellular service. Due to the variety of plans available in many countries, it is preferable to use the tariff with the cheapest initiation/connection charge. If prepaid services are used (for those countries that have more prepaid than post-paid subscribers), the monthly subscription charge would be zero. If the plan includes free minutes, this should be put in a note. A note should indicate whether taxes are included (preferred) or not and what the rate is. This indicator is expressed in local currency.
Please cite the International Telecommunication Union for third-party use of these data.  The initial, one-time charge for a new postpaid subscription. Refundable deposits should not be counted. Although some operators waive the connection charge, this does not include the cost of the Subscriber Identity Module (SIM) card. The price of the SIM card should be included in the connection charge. It should also be noted if free minutes or free SMS are included in the connection charge. Taxes should be included. If not included, it should be specified in a note including the tax rate applicable. This indicator is expressed in local currency.
Please cite the International Telecommunication Union for third-party use of these data.  The initial, one-time charge for a new postpaid subscription. Refundable deposits should not be counted. Although some operators waive the connection charge, this does not include the cost of the Subscriber Identity Module (SIM) card. The price of the SIM card should be included in the connection charge. It should also be noted if free minutes or free SMS are included in the connection charge. Taxes should be included. If not included, it should be specified in a note including the tax rate applicable. This indicator is expressed in local currency.
Please cite the International Telecommunication Union for third-party use of these data.  The initial, one-time charge for a new postpaid subscription. Refundable deposits should not be counted. Although some operators waive the connection charge, this does not include the cost of the Subscriber Identity Module (SIM) card. The price of the SIM card should be included in the connection charge. It should also be noted if free minutes or free SMS are included in the connection charge. Taxes should be included. If not included, it should be specified in a note including the tax rate applicable. This indicator is expressed in local currency.
Please cite the International Telecommunication Union for third-party use of these data.  The initial, one-time charge for a new postpaid subscription. Refundable deposits should not be counted. Although some operators waive the connection charge, this does not include the cost of the Subscriber Identity Module (SIM) card. The price of the SIM card should be included in the connection charge. It should also be noted if free minutes or free SMS are included in the connection charge. Taxes should be included. If not included, it should be specified in a note including the tax rate applicable. This indicator is expressed in local currency.
Personal computers are self-contained computers designed to be used by a single individual.
Personal computers are self-contained computers designed to be used by a single individual.
International voice traffic is the sum of international incoming and outgoing telephone traffic (in minutes).
International voice traffic is the sum of international incoming and outgoing telephone traffic (in minutes).
Mobile cellular sub-basket refers to the price of a standard basket of mobile monthly usage for 30 outgoing calls per month (on-net, off-net, to a fixed line and for peak and off-peak times) in predetermined ratios, plus 100 SMS messages. The mobile cellular sub-basket is based on prepaid tariffs although postpaid tariffs may be used for countries where prepaid subscriptions make up less than three per cent of all mobile cellular subscriptions. The mobile cellular prepaid sub-basket is largely based, but does not entirely follow, the 2009 methodology of the OECD low-user basket.
Please cite the International Telecommunication Union for third-party use of these data.  Local call refers to the cost of an off-peak rate 3-minute call within the same exchange area using the subscriber's own terminal (i.e., not from a public telephone). This indicator is expressed in US dollars.
Please cite the International Telecommunication Union for third-party use of these data.  Local call refers to the cost of peak rate 3-minute call within the same exchange area using the subscriber's own terminal (i.e., not from a public telephone). This indicator is expressed in US dollars.
Cost of international call to U.S. is the cost of a three-minute, peak rate, fixed line call from the country to the United States.
Please cite the International Telecommunication Union for third-party use of these data.  Local call refers to the cost of an off-peak rate 3-minute call within the same exchange area using the subscriber's own terminal (i.e., not from a public telephone). This indicator is expressed in national currency.
Please cite the International Telecommunication Union for third-party use of these data.  Local call refers to the cost of peak rate 3-minute call within the same exchange area using the subscriber's own terminal (i.e., not from a public telephone). This indicator is expressed in local currency.
Please cite the International Telecommunication Union for third-party use of these data.  Installation (or connection) refers to the one-off charge involved in applying for business basic telephone service. Where there are different charges for different exchange areas, the charge for the largest urban area should be used and specified in a note. This indicator is expressed in US dollars.
Please cite the International Telecommunication Union for third-party use of these data.  Installation (or connection) refers to the one-off charge involved in applying for business basic telephone service. Where there are different charges for different exchange areas, the charge for the largest urban area should be used and specified in a note. This indicator is expressed in local currency.
Please cite the International Telecommunication Union for third-party use of these data.  Monthly subscription refers to the recurring fixed charge for subscribing to the PSTN in US$.  The charge should cover the rental of the line but not the rental of the terminal (e.g., telephone set) where the terminal equipment market is liberalized. Separate charges should be stated where appropriate, for first and subsequent lines. If the rental charge includes any allowance for free or reduced rate call units, this should be indicated. If there are different charges for different exchange areas, the largest urban area should be used and specified in a note. This indicator is expressed in US dollars.
Please cite the International Telecommunication Union for third-party use of these data.  Monthly subscription refers to the recurring fixed charge for subscribing to the PSTN.  The charge should cover the rental of the line but not the rental of the terminal (e.g., telephone set) where the terminal equipment market is liberalized. Separate charges should be stated where appropriate, for first and subsequent lines. If the rental charge includes any allowance for free or reduced rate call units, this should be indicated. If there are different charges for different exchange areas, the largest urban area should be used and specified in a note. This indicator is expressed in local currency.
Please cite the International Telecommunication Union for third-party use of these data.  Installation refers to the one time charge involved in applying for basic telephone service for business purposes. Where there are different charges for different exchange areas, the charge is generally for the largest urban area unless otherwise noted. This indicator is expressed in US dollars.
Please cite the International Telecommunication Union for third-party use of these data.  Installation refers to the one time charge involved in applying for basic telephone service for business purposes. Where there are different charges for different exchange areas, the charge is generally for the largest urban area unless otherwise noted. This indicator is expressed in national currency.
Telephone faults cleared by next working day are the percentage of faults in the public switched telephone network that have been corrected by the end of the next working day.
Telephone mainline faults is the number of reported telephone faults for the year per 100 telephone mainlines.
Please cite the International Telecommunication Union for third-party use of these data.  Annual investment on equipment for fixed telephone service. This indicator is expressed in US dollars.
Please cite the International Telecommunication Union for third-party use of these data.  Annual investment on equipment for fixed telephone service. This indicator is expressed in local currency.
Fixed telephone subscriptions refers to the sum of active number of analogue fixed telephone lines, voice-over-IP (VoIP) subscriptions, fixed wireless local loop (WLL) subscriptions, ISDN voice-channel equivalents and fixed public payphones.
Fixed telephone subscriptions refers to the sum of active number of analogue fixed telephone lines, voice-over-IP (VoIP) subscriptions, fixed wireless local loop (WLL) subscriptions, ISDN voice-channel equivalents and fixed public payphones.
Please cite the International Telecommunication Union for third-party use of these data. Telephone mainlines are fixed telephone lines connecting a subscriber to the telephone exchange equipment.
Please cite the International Telecommunication Union for third-party use of these data.  Revenue received from fixed telephone connection, subscription and calls.  This indicator is expressed in US dollars.
Please cite the International Telecommunication Union for third-party use of these data.  Revenue received from fixed telephone connection, subscription and calls.  This indicator is expressed in local currency.
Please cite the International Telecommunication Union for third-party use of these data.  Monthly subscription refers to the recurring fixed charge for subscribing to the PSTN. The charge should cover the rental of the line, but not the rental of the terminal (e.g., telephone set) where the terminal equipment market is liberalized. Separate charges should be stated where appropriate, for first and subsequent lines. If the rental charge includes any allowance for free or reduced rate call units, this should be indicated. If there are different charges for different exchange areas, the largest urban area should be used and specified in a note.  This indicator is expressed in US dollars.
Please cite the International Telecommunication Union for third-party use of these data.  Monthly subscription refers to the recurring fixed charge for subscribing to the PSTN. The charge should cover the rental of the line, but not the rental of the terminal (e.g., telephone set) where the terminal equipment market is liberalized. Separate charges should be stated where appropriate, for first and subsequent lines. If the rental charge includes any allowance for free or reduced rate call units, this should be indicated. If there are different charges for different exchange areas, the largest urban area should be used and specified in a note.  This indicator is expressed in local currency.
Price basket for residential fixed line is calculated as one-fifth of the installation charge, the monthly subscription charge, and the cost of local calls (15 peak and 15 off-peak calls of three minutes each).
Please cite the International Telecommunication Union for third-party use of these data.  Percentage of population covered by mobile cellular telephony refers to the percentage of a country’s inhabitants that live within areas served by a mobile cellular signal, irrespective of whether or not they choose to use it. This should not be confused with the percentage of the land area covered by a mobile cellular signal or the percentage of the population that subscribe to mobile cellular service. Note that this measures the theoretical ability to use mobile cellular services if one has a cellular telephone and a subscription.
Please cite the International Telecommunication Union for third-party use of these data.  Annual investment on equipment for mobile communication networks. Data is in US dollar.
Please cite the International Telecommunication Union for third-party use of these data.  Annual investment on equipment for mobile communication networks. Data are in current local currency.
Please cite the International Telecommunication Union for third-party use of these data.  Revenues from the provision of all types of mobile communications services such cellular, private trunked radio and radio paging.  This indicator is expressed in US
Please cite the International Telecommunication Union for third-party use of these data.  Revenues from the provision of all types of mobile communications services such cellular, private trunked radio and radio paging.  This indicator is expressed in loc
Fixed broadband subscriptions refers to fixed subscriptions to high-speed access to the public Internet (a TCP/IP connection), at downstream speeds equal to, or greater than, 256 kbit/s. This includes cable modem, DSL, fiber-to-the-home/building, other fixed (wired)-broadband subscriptions, satellite broadband and terrestrial fixed wireless broadband. This total is measured irrespective of the method of payment. It excludes subscriptions that have access to data communications (including the Internet) via mobile-cellular networks. It should include fixed WiMAX and any other fixed wireless technologies. It includes both residential subscriptions and subscriptions for organizations.
Fixed broadband subscriptions refers to fixed subscriptions to high-speed access to the public Internet (a TCP/IP connection), at downstream speeds equal to, or greater than, 256 kbit/s. This includes cable modem, DSL, fiber-to-the-home/building, other fixed (wired)-broadband subscriptions, satellite broadband and terrestrial fixed wireless broadband. This total is measured irrespective of the method of payment. It excludes subscriptions that have access to data communications (including the Internet) via mobile-cellular networks. It should include fixed WiMAX and any other fixed wireless technologies. It includes both residential subscriptions and subscriptions for organizations.
Please cite the International Telecommunication Union for third-party use of these data.  Broadband subscribers are the total number of broadband subscribers with a digital subscriber line, cable modem, or other high-speed technologies. Reporting countries may have different definitions of broadband, so data are not strictly comparable across countries.
International Internet bandwidth is the contracted capacity of international connections between countries for transmitting Internet traffic.
International Telecommunication Union, World Telecommunication/ICT Development Report and database.
Fixed (Wired) broadband Internet connection charge is the initial, one-time charge for a new fixed (wired)  broadband Internet connection. The tariffs should represent the cheapest fixed (wired) broadband entry plan. Refundable deposits should not be counted. Taxes should be included. If not included, it should be specified in a note including the applicable tax rate. This indicator is expressed in US dollars.
Fixed (Wired) broadband Internet connection charge is the initial, one-time charge for a new fixed (wired)  broadband Internet connection. The tariffs should represent the cheapest fixed (wired) broadband entry plan. Refundable deposits should not be counted. Taxes should be included. If not included, it should be specified in a note including the applicable tax rate. This indicator is expressed in local currency.
The number of distinct, publicly-trusted TLS/SSL certificates found in the Netcraft Secure Server Survey.
The number of distinct, publicly-trusted TLS/SSL certificates found in the Netcraft Secure Server Survey.
Fixed (Wired) broadband Internet monthly subscription is the monthly subscription charge for fixed (wired) broadband Internet service. Fixed (wired) broadband is considered any dedicated connection to the Internet at downstream speeds equal to, or greater than, 256 kbit/s, using DSL. Where several offers are available, preference should be given to the 256 kbit/s connection. Taxes should be included. If not included, it should be specified in a note including the applicable tax rate. This indicator is expressed in local currency.
Fixed (Wired) broadband Internet monthly subscription is the monthly subscription charge for fixed (wired) broadband Internet service. Fixed (wired) broadband is considered any dedicated connection to the Internet at downstream speeds equal to, or greater than, 256 kbit/s, using DSL. Where several offers are available, preference should be given to the 256 kbit/s connection. Taxes should be included. If not included, it should be specified in a note including the applicable tax rate. This indicator is expressed in US dollars.
Price basket for Internet is calculated based on the cheapest available tariff for accessing the Internet 20 hours a month (10 hours peak and 10 hours off-peak). The basket does not include the telephone line rental but does include telephone usage charges if applicable. Data are compiled in the national currency and converted to U.S. dollars using the annual average exchange rate.
Internet users are people with access to the worldwide network.
This indicator refers to female individuals who have used the Internet (from any location) in the last 3 months. The Internet can be used via a computer, mobile phone, personal digital assistant, games machine, digital TV etc.
This indicator refers to male individuals who have used the Internet (from any location) in the last 3 months. The Internet can be used via a computer, mobile phone, personal digital assistant, games machine, digital TV etc.
Internet users are individuals who have used the Internet (from any location) in the last 3 months. The Internet can be used via a computer, mobile phone, personal digital assistant, games machine, digital TV etc.
Please cite the International Telecommunication Union for third-party use of these data.  Internet users are people with access to the worldwide network.
Internet users are individuals who have used the Internet (from any location) in the last 3 months. The Internet can be used via a computer, mobile phone, personal digital assistant, games machine, digital TV etc.
Please cite the International Telecommunication Union for third-party use of these data.  Total number of all types of public telephones, including coin- and card-operated and public telephones in call offices. Publicly available phones installed in private places should also be included, as should mobile public telephones. All public telephones regardless of capability (e.g., local calls or national only) should be counted. If the national definition of "payphone" differs from that above (e.g., by excluding pay phones in private places), then respondents should indicate their own definition.
Please cite the International Telecommunication Union for third-party use of these data.  Total number of all types of public telephones, including coin- and card-operated and public telephones in call offices. Publicly available phones installed in private places should also be included, as should mobile public telephones. All public telephones regardless of capability (e.g., local calls or national only) should be counted. If the national definition of "payphone" differs from that above (e.g., by excluding pay phones in private places), then respondents should indicate their own definition.
Please cite the International Telecommunication Union for third-party use of these data.    The proportion of households with a computer is calculated by dividing the number of in-scope households with a computer by the total number of inscope households.
Daily newspapers refer to those published at least four times a week and calculated as average circulation (or copies printed) per 1,000 people.
Please cite the International Telecommunication Union for third-party use of these data.  The proportion of households with a radio is calculated by dividing the number of in-scope households with a radio by the total number of inscope Households.
Please cite the International Telecommunication Union for third-party use of these data.  The total number of radio sets. A radio set is a device capable of receiving broadcast radio signals, using popular frequencies, such as FM, AM, LW and SW.  A radio set may be a stand-alone device, or it may be integrated into another device, such as a Walkman, a car or an alarm clock.
Please cite the International Telecommunication Union for third-party use of these data.  Radio sets per 1000 inhabitants is obtained by dividing the number of radio sets in use by the population and multiplying by 1000.
Fixed telephone sub-basket is the monthly price charged for subscribing to the public switched telephone network (PTSN), plus the cost of 30 local calls to the same (fixed) network (15 peak and 15 off-peak) of three minutes each. The service refers to the traditional fixed telephone line and does not refer to, for example, prices for managed VoIP.
Telephone employees refer to the total full-time telecommunications staff.
Please cite the International Telecommunication Union for third-party use of these data.  This percentage is obtained by dividing the number of main (fixed) lines serving households (i.e., lines which are not used for business, government or other professional purposes or as public telephone stations) by the total number of main lines. Respondents should indicate the definition of households that is being applied, and the source of this definition.
International Telecommunication Union, World Telecommunication/ICT Development Report and database.
Telecommunications investment refers to the expenditure associated with acquiring the ownership of telecommunication equipment infrastructure (including supporting land and buildings and intellectual and non-tangible property such as computer software). These include expenditure on initial installations and on additions to existing installations.
International Telecommunication Union, World Telecommunication/ICT Development Report and database.
International Telecommunication Union, World Telecommunication/ICT Development Report and database.
Telecommunications revenue is the revenue from the provision of telecommunications services such as fixed-line, mobile, and data.
Telecommunications revenue is the revenue from the provision of telecommunications services such as fixed-line, mobile, and data.
International Telecommunication Union, World Telecommunication/ICT Development Report and database.
Fixed line and mobile cellular subscriptions per employee are telephone subscriptions (fixed line plus mobile) divided by the total number of telecommunications employees.
Fixed line and mobile cellular subscriptions are total telephone subscriptions (fixed line plus mobile). Fixed telephone subscriptions refers to the sum of active number of analogue fixed telephone lines, voice-over-IP (VoIP) subscriptions, fixed wireless local loop (WLL) subscriptions, ISDN voice-channel equivalents and fixed public payphones. Mobile cellular telephone subscriptions are subscriptions to a public mobile telephone service that provide access to the PSTN using cellular technology. The indicator includes (and is split into) the number of postpaid subscriptions, and the number of active prepaid accounts (i.e. that have been used during the last three months). The indicator applies to all mobile cellular subscriptions that offer voice communications. It excludes subscriptions via data cards or USB modems, subscriptions to public mobile data services, private trunked mobile radio, telepoint, radio paging and telemetry services.
Please cite the International Telecommunication Union for third-party use of these data.  Fixed lines are telephone mainlines connecting a customer's equipment to the public switched telephone network. Mobile phone subscribers refer to users of portable telephones subscribing to an automatic public mobile telephone service using cellular technology that provides access to the public switched telephone network.
Unmet demand is unmet applications for connection to the public switched telephone network that have had to be held over owing to a lack of technical facilities (equipment, lines, and the like) divided by the number of main telephone lines in operation.
They are aggregated from the following Standard International Trade Classification (SITC) subgroupings: (1) 764.1 Electrical apparatus for line telephony or line telegraphy (including such apparatus for carrier-current line systems). Telephone sets; teleprinters; telephonic or telegraphic switching apparatus; other apparatus for carrier-current line systems; other telephonic or telegraphic apparatus. (2) 764.3 Transmission apparatus for radio-telephony, radio-telegraphy, radio-broadcasting or television, whether or not incorporating reception apparatus or sound-recording or reproducing apparatus. Transmission apparatus; transmission apparatus incorporating reception apparatus. (3) 762.81 reception apparatus for radio-telephony or radio-telegraphy; and (4) Parts and accessories suitable for use solely or principally with the apparatus of sub-group 764.1. Expressed in US dollars.
They are aggregated from the following Standard International Trade Classification (SITC) subgroupings: (1) 764.1 Electrical apparatus for line telephony or line telegraphy (including such apparatus for carrier-current line systems). Telephone sets; teleprinters; telephonic or telegraphic switching apparatus; other apparatus for carrier-current line systems; other telephonic or telegraphic apparatus. (2) 764.3 Transmission apparatus for radio-telephony, radio-telegraphy, radio-broadcasting or television, whether or not incorporating reception apparatus or sound-recording or reproducing apparatus. Transmission apparatus; transmission apparatus incorporating reception apparatus. (3) 762.81 reception apparatus for radio-telephony or radio-telegraphy; and (4) Parts and accessories suitable for use solely or principally with the apparatus of sub-group 764.1. Expressed in US dollars.
Households with television are the share of households with a television set. Some countries report only the number of households with a color television set, and therefore the true number may be higher than reported.
Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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 total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. 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.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. 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 zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.
Share of students who scored zero percent 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. 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.