- EDUCATION
- Sustainable Development Goals
- Sustainable Development Goals (full dataset)
- Education 2030 Framework for Action
- Government expenditure on education as a percentage of GDP
- Goal 1
- Target 1.a: Ensure significant mobilization of resources from a variety of sources, including through enhanced development cooperation, in order to provide adequate and predictable means for developing countries, in particular least developed countries, to implement programmes and policies to end poverty in all its dimensions
- 1.a.2 Proportion of total government spending on essential services (education, health and social protection)
- Goal 4
- Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
- 4.1.0 Proportion of children/young people prepared for the future, by sex
- 4.1.1 Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
- 4.1.2 Completion rate (primary education, lower secondary education, upper secondary education)
- 4.1.2 Completion rate, primary education by sex and location
- 4.1.2 Completion rate, primary education by sex and wealth quintile
- 4.1.2 Completion rate, primary education by sex, location and wealth quintile
- 4.1.2 Completion rate, primary education by sex and disability status
- 4.1.2 Completion rate, lower secondary education by sex and location
- 4.1.2 Completion rate, lower secondary education by sex and wealth quintile
- 4.1.2 Completion rate, lower secondary education by sex, location and wealth quintile
- 4.1.2 Completion rate, lower secondary education by sex and disability status
- 4.1.2 Completion rate, upper secondary education by sex and location
- 4.1.2 Completion rate, upper secondary education by sex and wealth quintile
- 4.1.2 Completion rate, upper secondary education by sex, location and wealth quintile
- 4.1.2 Completion rate, upper secondary education by sex and disability status
- 4.1.3 Gross intake ratio to the last grade (primary education, lower secondary education)
- 4.1.4 Out-of-school rate (1 year before primary, primary education, lower secondary education, upper secondary education)
- 4.1.4 Out-of-school rate by school age and sex (administrative data)
- 4.1.4 Out-of-school rate, primary school age by sex and location (household survey data)
- 4.1.4 Out-of-school rate, primary school age by sex and wealth quintile (household survey data)
- 4.1.4 Out-of-school rate, primary school age by sex, location and wealth quintile (household survey data)
- 4.1.4 Out-of-school rate, primary school age by sex and disability status (household survey data)
- 4.1.4 Out-of-school rate, lower secondary school age by sex and location (household survey data)
- 4.1.4 Out-of-school rate, lower secondary school age by sex and wealth quintile (household survey data)
- 4.1.4 Out-of-school rate, lower secondary school age by sex, location and wealth quintile (household survey data)
- 4.1.4 Out-of-school rate, lower secondary school age by sex and disability status (household survey data)
- 4.1.4 Out-of-school rate, upper secondary school age by sex and location (household survey data)
- 4.1.4 Out-of-school rate, upper secondary school age by sex and wealth quintile (household survey data)
- 4.1.4 Out-of-school rate, upper secondary school age by sex, location and wealth quintile (household survey data)
- 4.1.4 Out-of-school rate, upper secondary school age by sex and disability status (household survey data)
- 4.1.5 Percentage of children over-age for grade (primary education, lower secondary education)
- 4.1.6 Administration of a nationally-representative learning assessment (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education
- 4.1.7 Number of years of (a) free and (b) compulsory primary and secondary education guaranteed in legal frameworks
- Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
- Target 4.3: By 2030, ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university
- Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
- Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
- 4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
- 4.1.0 Proportion of children/young people prepared for the future, by sex
- 4.1.1 Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
- 4.1.2 Completion rate, primary education by sex and location
- 4.1.2 Completion rate, primary education by sex and wealth quintile
- 4.1.2 Completion rate, primary education by sex, location and wealth quintile
- 4.1.2 Completion rate, primary education by sex and disability status
- 4.1.2 Completion rate, lower secondary education by sex and location
- 4.1.2 Completion rate, lower secondary education by sex and wealth quintile
- 4.1.2 Completion rate, lower secondary education by sex, location and wealth quintile
- 4.1.2 Completion rate, lower secondary education by sex and disability status
- 4.1.2 Completion rate, upper secondary education by sex and location
- 4.1.2 Completion rate, upper secondary education by sex and wealth quintile
- 4.1.2 Completion rate, upper secondary education by sex, location and wealth quintile
- 4.1.2 Completion rate, upper secondary education by sex and disability status
- 4.1.3 Gross intake ratio to the last grade (primary education, lower secondary education)
- 4.1.4 Out-of-school rate by school age and sex (administrative data)
- 4.1.4 Out-of-school rate, primary school age by sex and location (household survey data)
- 4.1.4 Out-of-school rate, primary school age by sex and wealth quintile (household survey data)
- 4.1.4 Out-of-school rate, primary school age by sex, location and wealth quintile (household survey data)
- 4.1.4 Out-of-school rate, primary school age by sex and disability status (household survey data)
- 4.1.4 Out-of-school rate, lower secondary school age by sex and location (household survey data)
- 4.1.4 Out-of-school rate, lower secondary school age by sex and wealth quintile (household survey data)
- 4.1.4 Out-of-school rate, lower secondary school age by sex, location and wealth quintile (household survey data)
- 4.1.4 Out-of-school rate, lower secondary school age by sex and disability status (household survey data)
- 4.1.4 Out-of-school rate, upper secondary school age by sex and location (household survey data)
- 4.1.4 Out-of-school rate, upper secondary school age by sex and wealth quintile (household survey data)
- 4.1.4 Out-of-school rate, upper secondary school age by sex, location and wealth quintile (household survey data)
- 4.1.4 Out-of-school rate, upper secondary school age by sex and disability status (household survey data)
- 4.1.5 Percentage of children over-age for grade (primary education, secondary education)
- 4.2.1 Proportion of children aged 24-59 months of age who are developmentally on track in health, learning and psychosocial well-being, by sex
- 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex ( administrative data )
- 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex and location ( household survey data )
- 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex and wealth quintile (household survey data)
- 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex, location and wealth quintile (household survey data)
- 4.2.3 Percentage of children under 5 years experience positive and stimulating home environments
- 4.2.4 Gross early childhood education enrolment ratio in (a) pre-primary education and (b) early childhood educational development
- 4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
- 4.3.2 Gross enrolment ratio for tertiary education by sex ( administrative data )
- 4.3.2 Gross attendance ratio for tertiary education by sex and location ( household survey data )
- 4.3.2 Gross attendance ratio for tertiary education by sex and wealth quintile ( household survey data )
- 4.3.2 Gross attendance ratio for tertiary education by sex, location and wealth quintile ( household survey data )
- 4.3.3 Participation rate in technical and vocational programmes (15- to 24-year-olds)
- 4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
- 4.4.2 Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills
- 4.4.3 Youth/adult educational attainment rates by age group and level of education
- 4.5.2 Percentage of students in a) early grades, b) at the end of primary, and c) at the end of lower secondary education who have their first or home language as language of instruction
- 4.6.1 Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
- 4.6.2 Youth/adult literacy rate
- 4.7.4 Percentage of students in lower secondary showing adequate understanding of issues relating to global citizenship and sustainability
- 4.7.5 Percentage of students in lower secondary showing proficiency in knowledge of environmental science and geoscience
- 4.a.2 Percentage of students experiencing bullying in the last 12 months in a) primary and b) lower secondary education
- 4.c.1 Proportion of teachers with the minimum required qualifications, by education level.
- 4.c.3 Percentage of teachers qualified according to national standards by education level and type of institution
- 4.c.6 Teacher attrition rate by education level
- 4.c.7 Percentage of teachers who received in-service training in the last 12 months by type of training
- 4.5.2 Percentage of students in a) early grades, b) at the end of primary, and c) at the end of lower secondary education who have their first or home language as language of instruction
- 4.5.3 Existence of funding mechanisms to reallocate education resources to disadvantaged populations
- 4.5.4 Education expenditure per student by level of education and source of funding
- 4.5.5 Percentage of total aid to education allocated to least developed countries
- Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
- Target 4.7: By 2030, ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development
- Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
- Target 4.b: By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training, information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
- Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
- Other policy relevant indicators
- Other policy relevant indicators (full dataset)
- Classroom teachers and academic staff by sex
- School life expectancy
- Mean years of schooling
- Number and rates of international mobile students (inbound and outbound)
- Inbound students
- Outbound students
- Mobility indicators
- Number of students and enrolment rates by level of education
- Enrolment by level of education
- Enrolment ratios
- Attendance rates
- Graduation ratio from tertiary education
- Repetition rate by grade (primary and lower secondary education) and number of repeaters
- Repeaters
- Repetition rates
- Out-of-school children, adolescents and youth (number)
- Percentage of graduates by field of education (tertiary education)
- Educational expenditure by nature of spending in public educational institutions
- Percentage of students by programme orientation (ISCED 2, 3, 4 & 5)
- Number of illiterates / Percentage of illiterates who are female
- Percentage of enrolment in private institutions by level of education
- Government expenditure on education (amount)
- Survival rate by grade for primary education
- Population of the official age / school age population
- School age
- Official entrance age
- Official entrance age and theoretical duration by level of education (years)
- Official entrance age
- Theoretical duration
- Start and end of academic school year (month, year)
- Government expenditure on education as a percentage of GDP
- SCIENCE, TECHNOLOGY AND INNOVATION
- Research and experimental development
- Research and experimental development (full dataset)
- Sustainable Development Goal 9.5
- Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries, including, by 2030, encouraging innovation and substantially increasing the number of research and development workers per 1 million people and public and private research and development spending.
- Human resources in research and development (R&D)
- Total R&D personnel
- Researchers
- Technicians and equivalent staff
- Other supporting staff
- Expenditure on research and development (R&D)
- Innovation
- Innovation (full dataset)
- Product innovation
- Product-only innovation
- Process innovation
- Process-only innovation
- Product and process innovation
- Innovative firms
- Innovation-active firms
- Non-innovative firms
- Abandoned or ongoing innovation activities only
- Innovation activities
- Sources of information
- Cooperation
- Hampering factors
- Hampering factors for innovation-active firms
- Hampering factors for non-innovative firms
- Organizational innovation
- Marketing innovation
- CULTURE
- Sustainable Development Goal 11
- Sustainable Development Goal 11 (full dataset)
- Target 11.4: Strengthen efforts to protect and safeguard the world's cultural and natural heritage
- 11.4.1 Total per capita expenditure on the preservation, protection and conservation of all cultural and natural heritage
- Cultural employment
- Cultural employment (full dataset)
- Cultural employment by occupation and industry (%)
- Employment in cultural occupations (%)
- Employment in cultural occupations by socio-demographic characteristics (%)
- Employment in cultural occupations by socio-economic characteristics (%)
- Employment in cultural occupations by cultural domain (%)
- Employment in cultural industries (%)
- Employment in cultural industries by socio-demographic characteristics (%)
- Employment in cultural industries by socio-economic characteristics (%)
- Cultural employment by occupation and industry (number)
- Employment in cultural occupations (number)
- Employment in cultural occupations by socio-demographic characteristics (number)
- Employment in cultural occupations by socio-economic characteristics (number)
- Employment in cultural occupations by cultural domain (number)
- Employment in cultural industries (number)
- Employment in cultural industries by socio-demographic characteristics (number)
- Employment in cultural industries by socio-economic characteristics (number)
- Feature films
- International trade in cultural goods
- International trade in cultural goods (full dataset)
- International trade of all goods
- Exports and imports of all goods
- International trade of cultural goods
- Exports and imports of cultural goods
- Distribution of exports and imports of cultural goods
- Exports and imports of cultural goods by domain
- Exports and imports of cultural goods by income group and by domain
- Exports and imports of cultural goods by SDGs region and by domain
- Distribution of exports and imports of cultural goods by country and by domain
- Distribution of exports and imports of cultural goods by domain and income group
- Distribution of exports and imports of cultural goods by domain and SDGs region
- International trade of goods indicators
- Trade balance of all goods
- Trade balance of cultural goods
- COMMUNICATION AND INFORMATION
- Communication and information
- DEMOGRAPHIC AND SOCIO-ECONOMIC
- Demographic and socio-economic
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