WORLD BANK

The world bank provides open data, for a free and open access to global development data. Numerous data can be found on various subjects such as economic development, demography, commodity prices and markets, infrastructure.

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13012 Datasets published by WORLD BANK

World Bank Indicator LO.LLECE.SCI6.3.FE

From WORLD BANK

LLECE: Female 6th grade students by science proficiency level (%). Level 3 Source: Education Statistics Percentage of 6th grade female students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/ Latin American Laboratory for Assessment of the Quality of Education (LLECE)

llece, 3, indicator, country, world

World Bank Indicator SP.UWT.TFRT.Q4.ZS

From WORLD BANK

Unmet need for family planning (total) (% of married women): Q4 Source: Health Nutrition and Population Statistics by Wealth Quintile Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception). Household Surveys (DHS, MICS)

q4, and, world, bank, sp

World Bank Indicator SE.SEC.NENR

From WORLD BANK

School enrollment, secondary (% net) Source: World Development Indicators Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject or skill oriented instruction using more specialized teachers. UNESCO Institute for Statistics

world, indicator, bank, school, country

World Bank Indicator 5.1.5 LAO.TOTA.AID.GPE

From WORLD BANK

International aid disbursed to total education, Global Partnership for Education to Laos (USD million) Source: Global Partnership for Education International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education. The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our work/areas of focus/aid effectiveness/2011 monitoring exercise on aid effectiveness 2/

aid, indicator, gpe, country, bank

World Bank Indicator LO.EGRA.LSTN.0.LUV.2GRD

From WORLD BANK

EGRA: Listening Comprehension Share of students with a zero score (%). Luvale. 2nd Grade Source: Education Statistics 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. Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/

egra, indicator, country, bank, world

World Bank Indicator LO.PISA.MAT.5.MA

From WORLD BANK

PISA: Male 15 year olds by mathematics proficiency level (%). Level 5 Source: Education Statistics Percentage of 15 year old male students scoring higher than 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/ OECD Programme for International Student Assessment (PISA)

pisa, 5, indicator, country, world

World Bank Indicator 5.1.7 ZMB.TOTA.AID.USAID

From WORLD BANK

International aid disbursed to total education, USAID to Zambia (USD million) Source: Global Partnership for Education International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education. The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our work/areas of focus/aid effectiveness/2011 monitoring exercise on aid effectiveness 2/

aid, usaid, and, zmb, tota

World Bank Indicator LP.LPI.OVRL.RK.ZS

From WORLD BANK

Logistics performance index: Percent of highest performer) Source: Logistics Performance Index The Logistics Performance Index reflects perceptions of a countrys logistics performance based on the efficiency of the customs clearance process, quality of trade and transport related infrastructure, ease of arranging competitively priced international shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The index ranges from 1 to 5, with a higher score representing better performance. Percent of highest performer refers to the percentage of the score of a country in comparison to the score of the highest performing country that year. Data are from the Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. The 2018 round of surveys covered close to 6,000 country assessments by around 1,000 international freight forwarders. Respondents evaluate eight economies on six core dimensions on a scale from 1 (worst) to 5 (best). The economies are chosen based on the most important export and import markets of the respondents country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are available in Arvis, Ojala, Wiederer, Shepherd, Raj, Dairabayeva, Kiiski: "Connecting to Compete 2018: The Logistics Performance Index and Its Indicators", see Appendix 5 for methodology. World Bank Logistics Performance Index Surveys. Data and methodology are available at: http://www.worldbank.org/lpi

lpi, zs, ovrl, rk, lp

World Bank Indicator LO.TIMSS.MAT8.HI.FE

From WORLD BANK

TIMSS: Female 8th grade students reaching the high international benchmark of mathematics achievement (%) Source: Education Statistics TIMSS: Female 8th grade students reaching the high international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations. Students can use information from several sources to solve problems involving different types of numbers and operations. Students can relate fractions, decimals, and percents to each other. Students at this level show basic procedural knowledge related to algebraic expressions. They can use properties of lines, angles, triangles, rectangles, and rectangular prisms to solve problems. They can analyze data in a variety of graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/ International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study

timss, indicator, country, world, bank

World Bank Indicator IQ.WEF.PORT.XQ

From WORLD BANK

Quality of port infrastructure, WEF (1=extremely underdeveloped to 7=well developed and efficient by international standards) Source: World Development Indicators 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). World Economic Forum, Global Competiveness Report.

world, port, indicator, wef, country