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.PISA.REA.3

From WORLD BANK

PISA: 15 year olds by reading proficiency level (%). Level 3 Source: Education Statistics Percentage of 15 year old students scoring higher than 480 but lower than or equal to 553 on the PISA reading scale. Tasks at level 3 require the reader to locate, and in some cases recognize the relationship between, several pieces of information that must meet multiple conditions. Interpretative tasks at this level require the reader to integrate several parts of a text in order to identify a main idea, understand a relationship or construe the meaning of a word or phrase. They need to take into account many features in comparing, contrasting or categorizing. Often the required information is not prominent or there is much competing information; or there are other text obstacles, such as ideas that are contrary to expectation or negatively worded. Reflective tasks at this level may require connections, comparisons, and explanations, or they may require the reader to evaluate a feature of the text. Some reflective tasks require readers to demonstrate a fine understanding of the text in relation to familiar, everyday knowledge. Other tasks do not require detailed text comprehension but require the reader to draw on less common knowledge. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. PISA 2000/2003/2006 Level 3 data have been included in this database as Level 3 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/ OECD Programme for International Student Assessment (PISA)

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World Bank Indicator 8.3.18 GEO.LEAR.TEST.9.LAG.HIGHEST

From WORLD BANK

National assessment for learning outcomes in Georgia, grade 9, Language, students in highest level (%) Source: Global Partnership for Education Students with highest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country specific definition and method are determined by the country. Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.

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World Bank Indicator LO.PASEC.REA.2.WRD.6T10

From WORLD BANK

PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 6 to 10 Words Source: Education Statistics Percentage of 2nd grade students who accurately read 6 to 10 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/ Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/

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World Bank Indicator BX.KLT.DINV.CD

From WORLD BANK

Foreign direct investment, net inflows in reporting economy (IMF BoP, current US$) Source: Africa Development Indicators Foreign direct investment is net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long term capital, and short term capital as shown in the balance of payments. Data are in current U.S. dollars. International Monetary Fund, Balance of Payments Statistics Yearbook and data files.

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World Bank Indicator 5.1.4 MOZ.TOTA.AID.FIN

From WORLD BANK

International aid disbursed to total education, Finland to Mozambique (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/

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World Bank Indicator UIS.EA.6T8.AG25T99

From WORLD BANK

UIS: Percentage of population age 25+ with at least a completed bachelor's or equivalent degree (ISCED 6 or higher). Total Source: Education Statistics The percentage of population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) or higher. This indicator is calculated by dividing the number of persons aged 25 years and above with a completed bachelor's or equivalent degree by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/ UNESCO Institute for Statistics

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World Bank Indicator 5.2.2 SEN.BAS.AID.FR

From WORLD BANK

International aid disbursed to basic education, AFD and French Embassy to Senegal (USD million) Source: Global Partnership for Education International concessional aid disbursed by the reporting development partner to the basic 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/

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World Bank Indicator 8.3.12 ETH.LEAR.TEST.12.AVR.OPT

From WORLD BANK

National assessment for learning outcomes in Ethiopia, grade 12, average of all subjects, optimal competency (%) Source: Global Partnership for Education Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country specific definition and method are determined by the country. Optimal competency are scores above 50%. Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.

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World Bank Indicator EN.ATM.NOXE.EG.ZS

From WORLD BANK

Nitrous oxide emissions in energy sector (% of total) Source: World Development Indicators Nitrous oxide emissions from energy processes are emissions produced by the combustion of fossil fuels and biofuels. World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.

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World Bank Indicator NV.AGR.TOTL.ZG

From WORLD BANK

Real agricultural GDP growth rates (%) Source: Africa Development Indicators This is the annual rate of growth of agricultural GDP. Value added in agriculture measures the output of the agricultural sector (ISIC divisions 1 5) less the value of intermediate inputs. Agriculture comprises value added from forestry, hunting, and fishing as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 2. Data are in current local currency. World Bank country economists.

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